Representing targets of measurement within evidence-centered design

Applied Measurement in Education

Volumn 23, Issue 4, 2010, Pages 325-341

  Ewing, Maureen ^a   Packman, Sheryl ^a   Hamen, Cynthia ^a   Thurber, Allison Clark ^a  

^a The College Board   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77957718827     PISSN: 08957347     EISSN: None     Source Type: Journal    
DOI: 10.1080/08957347.2010.510959     Document Type: Article

References (20)

1. AmericanAmerican Association for the Advancement of Science. (1993). Benchmarks science literacy. Washington, DC: Author
2. American Council on Teaching Foreign Language. (1998). ACTFL performance guidelines for K-12 learners. Alexandria, VA: Author.
3. American Council on Teaching Foreign Language. (1999). ACTFL proficiency guidelines- Speaking. Alexandria, VA: Author.
4. American Council on Teaching Foreign Language. (2001). ACTFL proficiency guidelines- Writing. Alexandria, VA: Author.
5. Bloom, B. S. (1956). Taxonomy of educational objectives, handbook 1: The cognitive domain. New York: David McKay Co Inc.
6. Bransford, J., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
7. Conley, D., & Ward, T. (2009). College curriculum study in world languages and literatures: Final report. Eugene, OR: Educational Policy Improvement Center.
8. Conley, D., Aspengren, K., Gallagher, K., Stout, O., & Veach, D. (2006). College Board Advanced Placement® best practices course study. Eugene, OR: Center for Educational Policy Research.
9. Hendrickson, A., Huff, K., & Luecht, R. M. (2010/this issue). Claims, evidence, and achievement-level descriptors as a foundation for item design and test specifications. Applied Measurement in Education.
10. Huff, K., Steinberg, L., & Matts, T. (2010/this issue). The promises and challenges of implementing evidence-centered design in large-scale assessment. Applied Measurement in Education.
11. th edition (pp. 17-64). Washington, DC: American Council on Education.
12. Mislevy, R. J., & Risonscente, M. M. (2005). Evidence-centered design: Lays, structures, and terminology (PADI Technical Report 9). Menlo Park, CA: SRI International and University of Maryland.
13. Mislevy, R. J., Almond, R. G., & Lukas J. (2004). A brief introduction to evidence-centered design. (CRESST Technical Report 632). Los Angeles: Center for the Study of Evaluation, CRESST, UCLA.
14. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
15. National Research Council. (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press.
16. National Research Council (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
17. National Research Council. (2005). Systems for state science assessment. M. W. Bertenthal & M. R. Wilson (Eds.). Washington, DC: Committee on Test Design for K-12 Science Achievement.
18. Plake, B. S., Huff, K., & Reshetar, R. (2010/this issue). Evidence-centered assessment design as a foundation for achievement-level descriptor development and for standard setting. Applied Measurement in Education.
19. th edition (pp. 307-353). Washington, DC: American Council on Education.
20. Steinberg, L. S., Mislevy, R. J., Almond, R. G., Baird, A. B., Cahallan, C., DiBello, L. V., et al. (2003). Introduction to the Biomass project: An illustration of evidence-centered assessment design and delivery capability (CRESST Technical Report 609). Los Angeles: Center for the Study of Evaluation, CRESST, UCLA.