The purpose of this book is to identify how educational tests, especially large-scale tests given to students in grades K-12, can be improved so that they produce better information about what students know and don't know. By consulting and integrating psychological research into the design of educational tests, it is now possible to create new test items that students understand better than old test items. Moreover, these new test items help identify where students may be experiencing difficulties in learning.
Cognitive Diagnostic Assessment for Education
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"Today, more effort is being expended on educational assessment than at any time in the past. But often this assessment is done without full, or sometimes, any serious regard to the many advancements in psychological and educational research that could enhance the quality of this assessment. This book will be invaluable to those who wish to learn about these advances and how to apply them in assessment, including high-stakes testing."
-Robert J. Sternberg, Dean of the School of Arts and Sciences, Tufts University
"Leighton and Gierl make a solid contribution by outlining how protocol analysis and verbal reports can be used to gather systematic information on how examinees think about and solve the tasks that appear on tests...This book is an excellent example of the work under way in educational measurement and psychometrics to address the challenges of educational improvement...The collective work presented in this book inspires hope and gives us every reason to take heart that the diagnostic challenge in education is very much on!"
Howard t. Everson, PsycCritiques
-Robert J. Sternberg, Dean of the School of Arts and Sciences, Tufts University
"Leighton and Gierl make a solid contribution by outlining how protocol analysis and verbal reports can be used to gather systematic information on how examinees think about and solve the tasks that appear on tests...This book is an excellent example of the work under way in educational measurement and psychometrics to address the challenges of educational improvement...The collective work presented in this book inspires hope and gives us every reason to take heart that the diagnostic challenge in education is very much on!"
Howard t. Everson, PsycCritiques
Book Description
This book explores cognitive science in regard to testing, teaching, and understanding psychology within education. The book examines research on large-scale testing and students' reactions, marking their cognitive development and where tests are lacking.
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cognitive diagnostic assessment, fusion model system, examinee response patterns, expected response matrix, principled assessment design, different diagnostic information, cognitive design system approach, augmented scoring, scoring evaluators, weighted subscores, algebra hierarchy, diagnostic assessment results, subscore scales, augmented scores, theoretical attribute, matrix completion problems, informing instruction, concurrent interview, theory reconceived, test score inferences, cognitive diagnosis, observed response pattern, assessment developers, retrospective portion, expected response pattern Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, National Council, Journal of Educational Measurement, American Council, Educational Testing Service, Applied Psychological Measurement, Department of Education, Psychological Review, National Research Council, Psychological Bulletin, Research Report, San Diego, University of Illinois, Cambridge University Press, College Board, American Educational Research Association, American Psychological Association, Monte Carlo, National Academy Press, Ministry of Education, Retrieved June, United States, American Psychologist, International Journal of Testing, New Jersey New!
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Front Cover | Table of Contents | First Pages | Index | Surprise Me!
cognitive diagnostic assessment, fusion model system, examinee response patterns, expected response matrix, principled assessment design, different diagnostic information, cognitive design system approach, augmented scoring, scoring evaluators, weighted subscores, algebra hierarchy, diagnostic assessment results, subscore scales, augmented scores, theoretical attribute, matrix completion problems, informing instruction, concurrent interview, theory reconceived, test score inferences, cognitive diagnosis, observed response pattern, assessment developers, retrospective portion, expected response pattern Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, National Council, Journal of Educational Measurement, American Council, Educational Testing Service, Applied Psychological Measurement, Department of Education, Psychological Review, National Research Council, Psychological Bulletin, Research Report, San Diego, University of Illinois, Cambridge University Press, College Board, American Educational Research Association, American Psychological Association, Monte Carlo, National Academy Press, Ministry of Education, Retrieved June, United States, American Psychologist, International Journal of Testing, New Jersey New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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