Assessment as inquiry

Teachers College Record

Volumn 104, Issue 7, 2002, Pages 1461-1484

  Delandshere, Ginette ^a  

^a INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036796760     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9620.00210     Document Type: Review

References (69)

1. Alford, R.R. (1998). The craft of inquiry: Theories, methods, evidence. NewYork: Oxford University Press.
2. Allen, M.J., & Yen, W.M. (1979). Introduction to measurement theory. Monterey, CA: Brooks-Cole.
3. Bateman, W.L. (1990). Open to question: The art of teaching and learning by inquiry. San Francisco: Jossey-Bass.
4. Blachowicz, J. (1998). Of two minds: The nature of inquiry. Albany: State University of NewYork Press.
5. Blaikie, N. (1993). Approaches to social inquiry. Cambridge, MA: Blackwell.
6. Blaikie, N. (2000). Designing social research. Malden, MA: Blackwell.
7. Brown, A., & Ferrara, R. (1985). Diagnosing zones of proximal development. In J. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives. New York: Cambridge University Press.
8. Brown, S., Fauvel, J., & Finnegan, R. (1981). Conceptions of inquiry. New York: The Open University Press.
9. Brubacher, J., Case, C., & Reagan, T. (1994). Becoming a reflective educator: How to build a culture of inquiry in the schools. Thousand Oaks, CA: Corwin.
10. Bruce, W., & Bruce, J. (1992). Learning social studies through discrepant event inquiry. Annapolis, MD: Alpha Publishing Company.
11. Campione, J., Brown, A., Ferrara, R., & Bryant, R. (1984). The zone of proximal development: Implications for individual differences and learning. In B. Rogoff & J. Wertsch (Eds.), Children's learning in the zone of proximal development. San Francisco: Jossey-Bass.
12. Cannella, G.S. (1998). Early childhood education: A call for the construction of revolutionary images. In W.E. Pinar (Ed.), Curriculum: Toward new identities. New York: Garland.
13. Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart & Winston.
14. Cronbach, L.J., & Meehl, P.E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281-302.
15. Delandshere, G. (2001). Implicit theories, unexamined assumptions and the status quo of educational assessment. Assessment in Education: Principles, Policy and Practice, 8(2), 113-133.
16. Delandshere, G., & Jones, J.H. (1999) Elementary teachers' beliefs about assessment in mathematics: A case of assessment paralysis. Journal of Curriculum and Supervision, 14(3), 216-240.
17. Delandshere, G., & Petrosky, A. (1998). Assessment of complex performances: Limitations of key measurement assumptions. Educational Researcher, 27(2), 14-24.
18. Douglas, J.D. (1971). Understanding everyday life. London: Routledge and Kegan Paul.
19. Embretson, S.E. (1993). Psychometric models for learning and cognitive processes. In N. Frederiksen, R.J. Mislevy, & I.I. Bejar (Eds.), Test theory for a new generation of tests. Hillsdale, NJ: Erlbaum.
20. Embretson, S.E. (1998). A cognitive design system approach to generating valid tests: Application to abstract reasoning. Psychological Methods, 3, 380-396.
21. Feltovich, P.J., Spiro, R.J., & Coulson, R.L. (1993). Learning, teaching, and testing for complex conceptual understanding. In N. Frederiksen, R.J. Mislevy, & I.I. Bejar (Eds.), Test theory for a new generation of tests. Hillsdale, NJ: Erlbaum.
22. Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore: University Park Press.
23. Feyerabend, P.K. (1978). Against method: Outline of an anarchistic theory of knowledge. London: Verso.
24. Frederiksen, N., Mislevy, R.J., & Bejar, I.I. (1993). Test theory for a new generation of tests. Hillsdale, NJ: Erlbaum.
25. Gadamer, H.G. (1989). Truth and method (2nd ed.). New York: Crossroad Publishing.
26. Gill, J.H. (1993). Learning to learn: Toward a philosophy of education. Atlantic Highlands, NJ: Humanities Press.
27. Gipps, C.V. (1994). Beyond testing. London: Falmer.
28. Gipps, C.V. (1999). Socio-cultural aspects of assessment. Review of Research in Education, 24.
29. Glaser, R. (1976). Components of a psychology of instruction: Toward a science of design. Review of Education Research, 46, 1-24.
30. Haertel, E.H., & Wiley, D.E. (1993). Representations of ability structures: Implications for testing, In N. Frederiksen, R.J. Mislevy, & I.I. Bejar (Eds.), Test theory for a new generation of tests. Hillsdale, NJ: Erlbaum.
31. Heidegger, M. (1962). Being and time. New York: Harper & Row.
32. Hopkins, K.C., Stanley, J.C., & Hopkins, B.R. (1990). Educational and psychological measurement and evaluation. New York: Prentice Hall.
33. Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91-230). Cambridge, UK: Cambridge University Press.
34. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
35. Lohman, D.E. & Ippel, M.J. (1993). Cognitive diagnosis: From statistically based assessment toward theory-based assessment. In N. Frederiksen, R.J. Mislevy, & I.I. Bejar (Eds.), Test theory for a new generation of tests. Hillsdale, NJ: Erlbaum.
36. Luria, A.R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press.
37. Madaus, G.F. (1994). Testing place in society: An essay review of testing - Social consequences of examined life. American Journal of Education, 102, 222-234.
38. Madaus, G.F., & McDonagh, J.T. (1979). Minimum competency testing: Unexamined assumptions and unexplored negative outcomes. New Directions for Testing and Measurement, 3, 1-15.
39. Madaus, G.F., & O'Dwyer, L.M. (1999). A short history of performance assessment. Phi Delta Kappan, 688-695.
40. Masters, G.N., & Mislevy, R. (1993). New views of student learning: Implications for educational measurement. In N. Frederiksen, R.J. Mislevy, & I.I. Bejar (Eds.), Test theory for a new generation of tests. Hillsdale, NJ: Erlbaum.
41. McCarty, L., & Schwandt, T.A. (2000). Seductive illusions: Von Glasersfeld and Gergen on epistemology and education. In D.C. Phillips (Ed.), Constructivism in education. NSSE. Chicago: University of Chicago Press.
42. Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13-23.
43. Mislevy, R.J. (1993). Foundations of a new test theory. In N. Frederiksen, R.J. Mislevy, & I.I. Bejar (Eds.), Test theory for a new generation of tests. Hillsdale, NJ: Erlbaum.
44. Mislevy, R.J., Steinberg, L.S., Almond, R.G., Haertel, G.D., & Penuel, W.R. (2001). Leverage point for improving educational assessment [CSE Technical Report 534]. Los Angeles: Center for the Study of Evaluation and National Center for Research on Evaluation, Standards and Student Testing, University of California, Los Angeles.
45. Moss, P.A. (1996). Enlarging the dialogue in educational measurement: Voices from interpretive research traditions. Educational Researcher, 25(1), 20-28, 43.
46. Pellegrino, J.W., Baxter, G.P., & Glaser, R. (1999). Addressing the "Two Disciplines" problem: Linking theories of cognition and learning with assessment and instructional practices. Review of Research in Education, 24.
47. Phillips, D.C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.
48. Phillips, D.C. (2000). An opinionated account of the constructivist landscape. In D.C. Phillips (Ed.), Constructivism in education. Chicago: University of Chicago Press.
49. Polanyi, M. (1958). Person knowledge: Towards a post-critical philosophy. London: Routledge and Kegan Paul.
50. Popham, W.J. (1990). Modern educational measurement: A praetitioner's perspective (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
51. Rescher, N. (1982). Empirical inquiry. Totowa, NJ: Rowman & Littlefield.
52. Resnick, L.B., & Resnick, D.P. (1992). Assessing the thinking curriculum: New tools for educational reform. In B. Gilford & M. O'Connor (Eds.), Changing assessment: Alternative views of aptitude, achievement and instruction (pp. 37-76). London: Kluwer Academic Publishers.
53. Schwandt, T. (1999). On understanding understanding. Qualitative Inquiry, 5(4), 451-464.
54. Shepard, L.A. (1989, April). Why we need better assessment. Educational Leadership.
55. Shepard, L.A. (1991). Psychometricians' beliefs about learning influence testing. Educational Researcher, 20(7), 2-16.
56. Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 2-14.
57. Short, K. (1996). Learning together through inquiry. York, ME: Stenhouse.
58. Skinner, B.F. (1954). The sciences of learning and the art of teaching. Harvard Educational Review, 24, 86-97.
59. Slife, B.D., & Williams, R.N, (1995). What's behind the research? Thousand Oaks, CA: Sage.
60. Snow, R.E., & Lohman, D.F. (1989). Implications of cognitive psychology for education measurement. In R. Linn (Ed.), Educational Measurement (3rd ed.; pp. 263-331). New York: Macmillan.
61. Snow, R.E., & Lohman, D.F. (1993). Cognitive psychology, new test design, and new test theory: An introduction. In N. Frederiksen, R.J. Mislevy, & I.I. Bejar (Eds.), Test theory for a new generation of tests. Hillsdale, NJ: Erlbaum.
62. Solso, R.L. (1991). Cognitive psychology. New York: Allyn & Bacon.
63. Sternberg, R.J. (1998). Abilities are forms of developing expertise. Educational Researcher, 27(3), 11-20.
64. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. (Original work published 1935).
65. Wallace, W.L. (1971). The logic of scientific sociology. Chicago: Aldine.
66. Wells, G. (1999). Dialogic Inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press.
67. Wiggins, G.P. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass.
68. Wittgenstein, L. (1953). Philosophical investigations. Oxford, UK: Blackwell.
69. Zimiles, H. (2000). On reassessing the relevance of the child development knowledge base to education. Human Development, 43, 235-245.