Construct Definition Using Cognitively Based Evidence: A Framework for Practice

Autor/inn/en	Ketterlin-Geller, Leanne R.; Yovanoff, Paul; Jung, EunJu; Liu, Kimy; Geller, Josh
Titel	Construct Definition Using Cognitively Based Evidence: A Framework for Practice
Quelle	In: Educational Assessment, 18 (2013) 2, S.122-146 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2013.790207
Schlagwörter	Test Validity; Construct Validity; Scores; Evidence; Learning Theories; Models; Cognitive Processes; Test Construction; Mathematics Tests; Diagnostic Tests; Task Analysis; Mathematical Logic; Test Items; Item Analysis; Item Response Theory; Expertise; Elementary School Students; Middle School Students; Grade 5; Grade 6; Grade 7; Idaho; Massachusetts; Missouri; Oregon; Washington + Suchen Sie Ihr Suchwort? Testvalidität; Evidenz; Learning theory; Lerntheorie; Analogiemodell; Cognitive process; Kognitiver Prozess; Testaufbau; Diagnostic test; Diagnostischer Test; Aufgabenanalyse; Mathematical logics; Mathematische Logik; Test content; Testaufgabe; Itemanalyse; Item-Response-Theorie; Expert appraisal; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Master-Studiengang
Abstract	In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply this framework to an example case for division of fractions. Methods used to evaluate the example case included task analysis of the mathematical proof for the invert and multiply algorithm, interviews with content and pedagogical experts, verbal protocols, and item analyses based on pilot test data. The proposed framework, however, is intended to be generalized to other constructs. (Contains 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10