Implications of Evidence-Centered Design for Educational Testing

Autor/inn/en	Mislevy, Robert J.; Haertel, Geneva D.
Titel	Implications of Evidence-Centered Design for Educational Testing
Quelle	In: Educational Measurement: Issues and Practice, 25 (2006) 4, S.6-20 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/j.1745-3992.2006.00075.x
Schlagwörter	Educational Testing; Test Construction; Evaluation Methods; Computer Simulation; Measurement + Suchen Sie Ihr Suchwort? Testaufbau; Computergrafik; Computersimulation; Messverfahren
Abstract	Evidence-centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, creating schemas for operational elements such as tasks and measurement models, implementing the assessment, and carrying out the operational processes. We argue that this framework helps designers take advantage of developments from measurement, technology, cognitive psychology, and learning in the domains. Examples of ECD tools and applications are drawn from the Principled Assessment Design for Inquiry (PADI) project. Attention is given to implications for large-scale tests such as state accountability measures, with a special eye for computer-based simulation tasks. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10