-
1
-
-
0003926154
-
-
American Association for the Advancement of Science (AAAS), New York: Oxford University Press
-
American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.
-
(1993)
Benchmarks For Science Literacy
-
-
-
2
-
-
0002068257
-
Investigating the cognitive complexity of science assessments
-
Baxter, G. P., & Glaser, R. (1998). Investigating the cognitive complexity of science assessments. Educational Measurement: Issues and Practice, 17(3), 37-45.
-
(1998)
Educational Measurement: Issues and Practice
, vol.17
, Issue.3
, pp. 37-45
-
-
Baxter, G.P.1
Glaser, R.2
-
3
-
-
84988122998
-
Equivalence of free-response and multiple-choice items
-
Bennett, R. E., Rock, D. A., & Wang, M. (1991). Equivalence of free-response and multiple-choice items. Journal of Educational Measurement, 28(1), 77-92.
-
(1991)
Journal of Educational Measurement
, vol.28
, Issue.1
, pp. 77-92
-
-
Bennett, R.E.1
Rock, D.A.2
Wang, M.3
-
4
-
-
0004134359
-
-
Washington, DC: National Academy Press
-
Bransford, J. D., Brown, A. L., & Cocking, K. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
-
(2000)
How People Learn: Brain, Mind, Experience, and School
-
-
Bransford, J.D.1
Brown, A.L.2
Cocking, K.R.3
-
5
-
-
0002213688
-
Rethinking transfer: A simple proposal with multiple implications
-
Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61-100.
-
(1999)
Review of Research In Education
, vol.24
, pp. 61-100
-
-
Bransford, J.D.1
Schwartz, D.L.2
-
6
-
-
33645078120
-
Diagnostic assessment with ordered multiple-choice items
-
Briggs, D. C., Alonzo, A. C., Schwab, C., & Wilson, M. (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment 11(1), 33-63.
-
(2006)
Educational Assessment
, vol.11
, Issue.1
, pp. 33-63
-
-
Briggs, D.C.1
Alonzo, A.C.2
Schwab, C.3
Wilson, M.4
-
7
-
-
84988060668
-
Relationships among multiple-choice and open-ended analytical questions
-
Bridgeman, B., & Rock, D. A. (1993). Relationships among multiple-choice and open-ended analytical questions. Journal of Educational Measurement, 30(4), 313-329.
-
(1993)
Journal of Educational Measurement
, vol.30
, Issue.4
, pp. 313-329
-
-
Bridgeman, B.1
Rock, D.A.2
-
8
-
-
43949150689
-
Eliciting self-explanations improves understanding
-
Chi, M. T. H., De Leeuw, N., Chiu, M., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
-
(1994)
Cognitive Science
, vol.18
, pp. 439-477
-
-
Chi, M.T.H.1
de Leeuw, N.2
Chiu, M.3
Lavancher, C.4
-
9
-
-
0141953054
-
Scaffolding knowledge integration through curricular depth
-
Clark, D. B., & Linn, M. C. (2003).Scaffolding knowledge integration through curricular depth. Journal of Learning Sciences, 12, 451-494.
-
(2003)
Journal of Learning Sciences
, vol.12
, pp. 451-494
-
-
Clark, D.B.1
Linn, M.C.2
-
10
-
-
0002233166
-
Assessment of complex performances: Limitations of key measurement assumptions
-
Delandshere, G., & Petrosky, A. R. (1998). Assessment of complex performances: Limitations of key measurement assumptions. Educational Researcher, 27, 14-24.
-
(1998)
Educational Researcher
, vol.27
, pp. 14-24
-
-
Delandshere, G.1
Petrosky, A.R.2
-
11
-
-
84976981517
-
Procedures for the analysis of classroom tests
-
Ebel, R. L. (1954). Procedures for the analysis of classroom tests. Educational and Psychological Measurement, 14, 352-364.
-
(1954)
Educational and Psychological Measurement
, vol.14
, pp. 352-364
-
-
Ebel, R.L.1
-
12
-
-
0032220380
-
Calibration and scoring of tests with multiple-choice and constructed-response item types
-
Ercikan, K., Schwarz, R. D., Julian, M. W., Burket, G. R., Weber, M. M., & Link, V. (1998). Calibration and scoring of tests with multiple-choice and constructed-response item types. Journal of Educational Measurement, 35, 137-154.
-
(1998)
Journal of Educational Measurement
, vol.35
, pp. 137-154
-
-
Ercikan, K.1
Schwarz, R.D.2
Julian, M.W.3
Burket, G.R.4
Weber, M.M.5
Link, V.6
-
13
-
-
0000958320
-
The real test bias: Influence of testing on teaching and learning
-
Frederiksen, N. (1984). The real test bias: Influence of testing on teaching and learning. American Psychologist, 39, 193-202.
-
(1984)
American Psychologist
, vol.39
, pp. 193-202
-
-
Frederiksen, N.1
-
15
-
-
0002842256
-
A cognitive approach to the teaching of physics
-
In K. McGilly (Ed.), Cambridge, MA: MIT Press
-
Hunt, E., & Minstrell, J. (1994). A cognitive approach to the teaching of physics. In K. McGilly (Ed.), Classroom lessons: integrating cognitive theory and classroom practice (pp. 51-74). Cambridge, MA: MIT Press.
-
(1994)
Classroom Lessons: Integrating Cognitive Theory and Classroom Practice
, pp. 51-74
-
-
Hunt, E.1
Minstrell, J.2
-
16
-
-
0038272325
-
Comparisons of short answer and multiple choice tests covering identical subject content
-
Hurd, A. W. (1932). Comparisons of short answer and multiple choice tests covering identical subject content. Journal of Educational Research, 26(1), 28-30.
-
(1932)
Journal of Educational Research
, vol.26
, Issue.1
, pp. 28-30
-
-
Hurd, A.W.1
-
17
-
-
0042629167
-
-
International Association for the Evaluation of Educational Achievement (IEA), Retrieved April 1, 2004
-
International Association for the Evaluation of Educational Achievement (IEA). (1996). TIMSS science items: Released set for population 2 (seventh and eighth grades). Retrieved April 1, 2004 from timss.bc.edu/timss1995i/TIMSSPDF/BSItems.pdf
-
(1996)
TIMSS Science Items: Released Set For Population 2 (seventh and Eighth Grades)
-
-
-
18
-
-
77952320570
-
Assessing students' level of knowledge and analysing the reasons for learning difficulties in physics by Rasch analysis
-
In X. Liu & W. J. Boone (Eds.), Maple Grove, MN: JAM press
-
Kauertz, A. & Fischer, H. E. (2006). Assessing students' level of knowledge and analysing the reasons for learning difficulties in physics by Rasch analysis. In X. Liu & W. J. Boone (Eds.), Applications of Rasch measurement in science education (pp. 212-246). Maple Grove, MN: JAM press.
-
(2006)
Applications of Rasch Measurement In Science Education
, pp. 212-246
-
-
Kauertz, A.1
Fischer, H.E.2
-
19
-
-
0006638024
-
The selection of upper and lower groups for the validation of test items
-
Kelley, T. L. (1939). The selection of upper and lower groups for the validation of test items. Journal of Educational Psychology, 30, 17-24.
-
(1939)
Journal of Educational Psychology
, vol.30
, pp. 17-24
-
-
Kelley, T.L.1
-
20
-
-
0033261326
-
Approximations to indicators of student outcomes
-
Kennedy, M. M. (1999). Approximations to indicators of student outcomes. Educational Evaluation and Policy Analysis, 21(4), 345-363.
-
(1999)
Educational Evaluation and Policy Analysis
, vol.21
, Issue.4
, pp. 345-363
-
-
Kennedy, M.M.1
-
21
-
-
33846917602
-
Validity of high-stakes assessment: Are students engaged in complex thinking?
-
Lane, S. (2004). Validity of high-stakes assessment: Are students engaged in complex thinking? Educational Measurement: Issues and Practice, 23(3), 6-14.
-
(2004)
Educational Measurement: Issues and Practice
, vol.23
, Issue.3
, pp. 6-14
-
-
Lane, S.1
-
22
-
-
73949148689
-
How does technology-enhanced inquiry instruction with visualizations impact classroom learning?
-
Lee, H.-S., Linn, M. C., Varma, K., & Liu, O. L. (2010). How does technology-enhanced inquiry instruction with visualizations impact classroom learning? Journal of Research in Science Teaching, 47(1), 71-90.
-
(2010)
Journal of Research In Science Teaching
, vol.47
, Issue.1
, pp. 71-90
-
-
Lee, H.-S.1
Linn, M.C.2
Varma, K.3
Liu, O.L.4
-
23
-
-
84987215779
-
A challenge to conceptual change
-
Linder, C. J. (1993). A challenge to conceptual change. Science Education, 77(3), 293-300.
-
(1993)
Science Education
, vol.77
, Issue.3
, pp. 293-300
-
-
Linder, C.J.1
-
24
-
-
33748091067
-
The knowledge integration perspective on learning and instruction
-
In R. K. Sawyer (Ed.), New York: Cambridge University Press
-
Linn, M. C. (2006). The knowledge integration perspective on learning and instruction. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 243-264). New York: Cambridge University Press.
-
(2006)
The Cambridge Handbook of the Learning Sciences
, pp. 243-264
-
-
Linn, M.C.1
-
25
-
-
84909230703
-
-
Mahwah, NJ: Lawrence Erlbaum Associates
-
Linn, M. C., Davis, E. A., & Bell, P. (Eds.). (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates.
-
(2004)
Internet Environments For Science Education
-
-
Linn, M.C.1
Davis, E.A.2
Bell, P.3
-
26
-
-
0003426385
-
-
Mahwah, NJ: Lawrence Erlbaum Associates
-
Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates.
-
(2000)
Computers, Teachers, Peers: Science Learning Partners
-
-
Linn, M.C.1
Hsi, S.2
-
27
-
-
33748058863
-
Teaching and assessing knowledge integration in science
-
Linn, M. C., Lee, H. S., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and assessing knowledge integration in science. Science, 313, 1049-1050.
-
(2006)
Science
, vol.313
, pp. 1049-1050
-
-
Linn, M.C.1
Lee, H.S.2
Tinker, R.3
Husic, F.4
Chiu, J.L.5
-
28
-
-
42549100860
-
Assessing knowledge integration in science: Construct, measures, and evidence
-
Liu, O. L., Lee, H. S., Hofstetter, C., & Linn, M. C. (2008). Assessing knowledge integration in science: Construct, measures, and evidence. Educational Assessment, 13(1), 1-23.
-
(2008)
Educational Assessment
, vol.13
, Issue.1
, pp. 1-23
-
-
Liu, O.L.1
Lee, H.S.2
Hofstetter, C.3
Linn, M.C.4
-
29
-
-
0000261668
-
A Rasch model for partial credit scoring
-
Masters, G. N. (1982). A Rasch model for partial credit scoring. Psychometrika, 47, 149-173.
-
(1982)
Psychometrika
, vol.47
, pp. 149-173
-
-
Masters, G.N.1
-
30
-
-
16244408902
-
Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities
-
McCarthy, C. B. (2005). Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities. Journal of Research in Science Teaching, 42(3), 245-263.
-
(2005)
Journal of Research In Science Teaching
, vol.42
, Issue.3
, pp. 245-263
-
-
McCarthy, C.B.1
-
31
-
-
0002353120
-
Validity
-
In R. L. Linn (Ed.), 3rd ed, New York: Macmillan
-
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed.) (pp. 13-103). New York: Macmillan.
-
(1989)
Educational Measurement
, pp. 13-103
-
-
Messick, S.1
-
33
-
-
77954634430
-
-
National Assessment Governing Board. (2004, Washington, DC: U.S. Department of Education & Office of Educational Research and Improvement
-
National Assessment Governing Board. (2004).Science framework for the 2005 National Assessment of Educational Progress. Washington, DC: U.S. Department of Education & Office of Educational Research and Improvement.
-
Science Framework For the 2005 National Assessment of Educational Progress
-
-
-
34
-
-
0003608696
-
-
National Research Council, Washington, DC: National Academy Press
-
National Research Council. (1996). The national science education standards. Washington, DC: National Academy Press.
-
(1996)
The National Science Education Standards
-
-
-
35
-
-
0002352222
-
The lack of fidelity between cognitively complex constructs and conventional test development practice
-
Nichols, P., & Sugrue, B. (1999). The lack of fidelity between cognitively complex constructs and conventional test development practice. Educational Measurement: Issues and Practice, 18(2), 18-29.
-
(1999)
Educational Measurement: Issues and Practice
, vol.18
, Issue.2
, pp. 18-29
-
-
Nichols, P.1
Sugrue, B.2
-
36
-
-
0004292875
-
-
Washington, DC: National Academy Press
-
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
-
(2001)
Knowing What Students Know: The Science and Design of Educational Assessment
-
-
Pellegrino, J.W.1
Chudowsky, N.2
Glaser, R.3
-
38
-
-
0038272324
-
Choosing an item format
-
In R. E. Bennett & W. C. Ward (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
-
Rodriguez, M. C. (1993). Choosing an item format. In R. E. Bennett & W. C. Ward (Eds.), Construction versus choice in cognitive measurement (pp. 213-231). Hillsdale, NJ: Lawrence Erlbaum Associates.
-
(1993)
Construction Versus Choice In Cognitive Measurement
, pp. 213-231
-
-
Rodriguez, M.C.1
-
39
-
-
0037697027
-
Construct equivalence of multiple-choice and constructed-response items: A random effects synthesis of correlations
-
Rodriguez, M. C. (2003). Construct equivalence of multiple-choice and constructed-response items: A random effects synthesis of correlations. Journal of Educational Measurement, 40(2), 163-184.
-
(2003)
Journal of Educational Measurement
, vol.40
, Issue.2
, pp. 163-184
-
-
Rodriguez, M.C.1
-
40
-
-
0000850271
-
Problems and issues in the use of concept maps in science assessment
-
Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600.
-
(1996)
Journal of Research In Science Teaching
, vol.33
, Issue.6
, pp. 569-600
-
-
Ruiz-Primo, M.A.1
Shavelson, R.J.2
-
41
-
-
0001348572
-
Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments
-
Sadler, P. M. (1998). Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments. Journal of Research in Science Teaching, 35(3), 265-296.
-
(1998)
Journal of Research In Science Teaching
, vol.35
, Issue.3
, pp. 265-296
-
-
Sadler, P.M.1
-
42
-
-
0037208190
-
Conceptual and epistemic aspects of students' scientific explanations
-
Sandoval, W. A. (2003). Conceptual and epistemic aspects of students' scientific explanations. The Journal of the Learning Sciences, 12(1), 5-51.
-
(2003)
The Journal of the Learning Sciences
, vol.12
, Issue.1
, pp. 5-51
-
-
Sandoval, W.A.1
-
43
-
-
0003490916
-
-
Boston: Kluwer Academic Publishers
-
Schmidt, W. H., Raizen, S. A., Britton, E. D., Bianchi, L. J., & Wolfe, R. G. (1997). Many visions, many aims: A cross-national investigation of curricular intentions in school science. Boston: Kluwer Academic Publishers.
-
(1997)
Many Visions, Many Aims: A Cross-national Investigation of Curricular Intentions In School Science
-
-
Schmidt, W.H.1
Raizen, S.A.2
Britton, E.D.3
Bianchi, L.J.4
Wolfe, R.G.5
-
44
-
-
84993729340
-
The role of assessment in a learning culture
-
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
-
(2000)
Educational Researcher
, vol.29
, Issue.7
, pp. 4-14
-
-
Shepard, L.A.1
-
45
-
-
84987226520
-
The effects of new science curricula on student performance
-
Shymansky, J. A., Kyle, J. W. C., & Alport, J. M. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20, 387-404.
-
(1983)
Journal of Research In Science Teaching
, vol.20
, pp. 387-404
-
-
Shymansky, J.A.1
Kyle, J.W.C.2
Alport, J.M.3
-
46
-
-
85018141980
-
Perspectives on evidence-based research in education-what works? Issues in synthesizing educational program evaluations
-
Slavin, R. E. (2008). Perspectives on evidence-based research in education-what works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14.
-
(2008)
Educational Researcher
, vol.37
, Issue.1
, pp. 5-14
-
-
Slavin, R.E.1
-
47
-
-
33644787114
-
Loss of power in logistic, ordinal logistic, and probit regression when an outcome variable is coarsely categorized
-
Taylor, A. B., West, S. G., & Aiken, L. S. (2006). Loss of power in logistic, ordinal logistic, and probit regression when an outcome variable is coarsely categorized. Educational Psychological Measurement, 66(2), 228-239.
-
(2006)
Educational Psychological Measurement
, vol.66
, Issue.2
, pp. 228-239
-
-
Taylor, A.B.1
West, S.G.2
Aiken, L.S.3
-
48
-
-
0032366218
-
Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula
-
Thornton, R., & Sokoloff, D. (1998). Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics, 66(4), 338-352.
-
(1998)
American Journal of Physics
, vol.66
, Issue.4
, pp. 338-352
-
-
Thornton, R.1
Sokoloff, D.2
-
49
-
-
21144473518
-
Combining multiple-choice and constructed-response test scores: Toward a Marxist theory of test construction
-
Wainer, H., & Thissen, D. (1993). Combining multiple-choice and constructed-response test scores: Toward a Marxist theory of test construction. Applied Measurement in Education, 6(2), 103-118.
-
(1993)
Applied Measurement In Education
, vol.6
, Issue.2
, pp. 103-118
-
-
Wainer, H.1
Thissen, D.2
-
51
-
-
84977044614
-
Complex composites: Issues that arise in combining different modes of assessment
-
Wilson, M., & Wang, W.-C. (1995). Complex composites: Issues that arise in combining different modes of assessment. Applied Psychological Measurement, 19(1), 51-71.
-
(1995)
Applied Psychological Measurement
, vol.19
, Issue.1
, pp. 51-71
-
-
Wilson, M.1
Wang, W.-C.2
|