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Cognitive psychology --- Intellect --- Cognition --- Cognition. --- Intelligence. --- 159.928 --- 159.955 --- 159.95*1 --- Psychology --- Cognitive Function --- Cognitions --- Cognitive Functions --- Function, Cognitive --- Functions, Cognitive --- Begaafdheid. Intelligentie --- Denken. Abstractievermogen --- Cognitieve psychologie --- Intellect. --- 159.95*1 Cognitieve psychologie --- 159.955 Denken. Abstractievermogen --- 159.928 Begaafdheid. Intelligentie --- Intelligence --- Human intelligence --- Mind --- Ability --- Thought and thinking

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This book highlights the importance of validity evidence based on response processes and provides guidance to measurement researchers and practitioners in creating and using such evidence as a regular part of the assessment validation process. Response processes refer to approaches and behaviors of examinees when they interpret assessment situations and formulate and generate solutions as revealed through verbalizations, eye movements, response times, or computer clicks. Such response process data can provide information about the extent to which items and tasks engage examinees in the intended ways. It includes chapters that focus on methodological issues and on applications across multiple contexts of assessment interpretation and use. In Part I of this book, contributors discuss the framing of validity as an evidence-based argument for the interpretation of the meaning of test scores, the specifics of different methods of response process data collection and analysis, and the use of response process data relative to issues of validation as highlighted in the joint standards on testing. In Part II, chapter authors offer examples that illustrate the use of response process data in assessment validation. These cases are provided specifically to address issues related to the analysis and interpretation of performance on assessments of complex cognition, assessments designed to inform classroom learning and instruction, and assessments intended for students with varying cultural and linguistic backgrounds.

Educational tests and measurements --- Standards. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Rating of --- Andreas Oranje --- Applications of Educational Measurement and Assessment --- Assessment --- Brian D. Gane --- Deirdre Kerr --- Educational Assessment --- Educational Evaluation --- Educational Measurement --- Educational Methodology --- Ercikan --- Evaluation --- Game-Based Assessment --- Gerald Tindal --- Guillermo Solano-Flores --- Isaac I. Bejar --- Jacqueline P. Leighton --- James W. Pellegrino --- Joanna Gorin --- Joseph F. T. Nese --- Julie Alonzo --- Kristen Huff --- Laura Wright --- Lauress L. Wise --- Leilani S --- Louis V. DiBello --- Magda Chía --- Michael Kane --- NCME --- Paul Nichols --- Pellegrino

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Education --- Reading --- Mathematics --- Science --- Research --- Study and teaching

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EDUCATION --- Testing & Measurement --- Educational tests and measurements --- Cognitive learning theory --- Education --- Social Sciences --- Theory & Practice of Education --- Design and construction --- #PBIB:2002.3 --- 371.3 --- Didaktiek. Onderwijsmethoden. Evaluatie van het lesgeven --- 371.3 Didaktiek. Onderwijsmethoden. Evaluatie van het lesgeven --- Cognitive learning theory. --- Design and construction. --- Cognitive theory of learning --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Learning, Psychology of --- Rating of

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Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored.

Éducation --- Apprentissage cognitif. --- Évaluation