The Wiley Handbook of Cognition and Assessment : (Record no. 120311)
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| 001 - CONTROL NUMBER | |
| control field | EBC4747118 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240729130943.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2016 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781118956618 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781118956571 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC4747118 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL4747118 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr11302448 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaONFJC)MIL972920 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)965157097 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1062.H247 2016 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.1523 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Rupp, Andre A. |
| 245 14 - TITLE STATEMENT | |
| Title | The Wiley Handbook of Cognition and Assessment : |
| Remainder of title | Frameworks, Methodologies, and Applications. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Newark : |
| Name of producer, publisher, distributor, manufacturer | John Wiley & Sons, Incorporated, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2016. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2016. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (648 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Wiley Handbooks in Education Series |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Foreword -- Acknowledgements -- Chapter 1 Introduction to Handbook -- Motivation for Handbook -- Handbook Structure -- Closing Words -- Part I Frameworks -- Chapter 2 The Role of Theories of Learning and Cognition in Assessment Design and Development -- A Brief History of Evaluation Criteria for Theories of Learning and Cognition -- Principled Assessment Design as an Evaluative Lens for Theories of Learning and Cognition -- Principled Assessment Design Evaluation Criteria for Theories of Learning and Cognition -- Interface of Evaluation Criteria with Validity -- Conclusion -- References -- Chapter 3 Principled Approaches to Assessment Design, Development, and Implementation -- Motivations for Principled Approaches -- Overviews of Principled Approaches -- Elements of Principled Approaches -- Use of the Elements in Principled Approaches -- Discussion -- Acknowledgments -- Notes -- References -- Chapter 4 Developing and Validating Cognitive Models in Assessment -- Definition of Cognitive Models -- Model Development and Validation Methods -- Offline Evidence: Methods and Approaches -- Conclusion -- References -- Chapter 5 An Integrative Framework for Construct Validity -- Unified Framework for Construct Validity -- Example: Test Form Development with Generated Items -- Conclusion -- References -- Chapter 6 The Role of Cognitive Models in Automatic Item Generation -- Introduction -- The Relentless Demand for Test Items -- Automatic Item Generation: A Three‐Step Method -- Identifying Content for Item Generation Using Cognitive Modeling -- Evaluating the Cognitive Models Used in Automatic Item Generation -- Summary and Directions for Future Research -- Acknowledgments -- References -- Chapter 7 Social Models of Learning and Assessment -- Introduction. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Defining "Social" Models of Learning -- Examples of Assessment Informed by Social Models of Learning -- Example 1: Carbon: Transformations in Matter and Energy (Carbon TIME) -- Example 2: Contingent Pedagogies -- Example 3: Data Modeling -- Comparing the Examples: Key Sources of Variation -- Looking to the Future: Additional Considerations for Assessment from a Sociocultural Perspective -- References -- Chapter 8 Socio-emotional and Self-management Variables in Learning and Assessment -- Introduction -- Importance of Social, Emotional, and Self‐Management Variables in School and in Life: Correlational Studies -- A Social, Emotional, and Self‐Management Framework -- Role of Socio‐Emotional, Attitudinal, and Self‐Management Variables on Summative and Formative Test Scores -- Assessing Socio-Emotional, Attitudinal, and Self-Management Variables -- Conclusions and Future Directions -- References -- Chapter 9 Understanding and Improving Accessibility for Special Populations -- Accessibility of Educational Assessments -- Cognitive Models of Learning and Performance -- Putting It All Together: Assessing Accessibility for Individual Students -- Conclusion -- References -- Chapter 10 Automated Scoring with Validity in Mind -- An Overview of Automated Scoring Applications -- Automated Scoring with Validity in Mind -- Design Decisions in Automated Scoring -- Discussion -- Acknowledgments -- References -- Part II Methodologies -- Chapter 11 Explanatory Item Response Models -- Explanatory Item Response Models: An Approach to Cognitive Assessment -- EIRM Framework and Modeling Principles -- Data Set and Research Questions -- Software and Model Specification -- Example 1: Test Construction and Item Generation -- Example 2: Diagnostic Assessment -- Example 3: Correction for Confounding -- General Discussion -- Acknowledgments -- References. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Chapter 12 Longitudinal Models for Repeated Measures Data -- Reading Comprehension Data -- Latent Growth Curve Models -- Growth Mixture Models -- Conclusions -- References -- Chapter 13 Diagnostic Classification Models -- Technical Foundations for DCMs -- Evaluating Cognitive Theories through DCM Criticism and Refinement -- Design Considerations for Diagnostic Assessments -- Concluding Remarks -- References -- Chapter 14 Bayesian Networks -- Evidentiary Motivations and Logical Bases -- Statistical Definition and Estimation -- Building and Using a BN -- Understanding Models and Results across Communities -- Conclusion -- References -- Chapter 15 The Rule Space and Attribute Hierarchy Methods -- Test Design with the RSM and the AHM -- Statistical Pattern Classifications with the RSM and the AHM -- Demonstration of RSM and AHM Using a Real Data Example -- Summary and Future Directions -- References -- Chapter 16 Educational Data Mining and Learning Analytics -- Emerging Complex Assessment and Learning Environments -- Case Studies in Assessment of Cognition via EDM -- Conclusions -- References -- Part III Applications -- Chapter 17 Large-Scale Standards-Based Assessments of Educational Achievement -- Challenges of Using Cognitive Models for Large-Scale Assessments -- Examples of Best Practices from Current Testing Programs -- Conclusions and Recommendations -- References -- Chapter 18 Educational Survey Assessments -- Introduction -- Building Cognitive Models -- The Role of Cognitively-based Assessment in ESAs -- Definition and Guiding Examples -- Three Methodological Perspectives -- Summary, Trends and Upcoming Development -- References -- Chapter 19 Professional Certification and Licensure Examinations -- Overview of Certification and Licensure -- Assessment Frameworks for Certification and Licensure. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Meeting Practical Certification and Licensure Assessment Challenges -- Conclusions -- Notes -- References -- Chapter 20 The In-Task Assessment Framework for Behavioral Data -- Introduction -- Evidence-Centered Design -- In-task Assessment Framework -- Example I-TAF Instantiations -- Leveraging the I-TAF Framework to Instantiate ECD Models -- Discussion -- Acknowledgments -- References -- Chapter 21 Digital Assessment Environments for Scientific Inquiry Practices -- Foundations for the Design of the Inq-ITS System -- Case Studies with Think‐Aloud Components -- The Inq-ITS System -- Summary -- References -- Chapter 22 Assessing and Supporting Hard-to-Measure Constructs in Video Games -- Hard-to-measure Constructs and Why They are Hard to Measure -- Well-designed Games as Vehicles for Assessing and Supporting These Constructs -- Evidence-centered Design and Stealth Assessment in Well-designed Games -- Examples of Stealth Assessments of Hard-to-Measure Constructs in Two Games -- Validation of In‐Game Measures -- Discussion -- Acknowledgments -- References -- Chapter 23 Conversation-Based Assessment -- Performance-Based and Conversation-Based Assessments -- An Augmented Taxonomy for Assessment Tasks -- An Illustration of Conversation-Based Assessments -- Discussion -- References -- Chapter 24 Conclusion to Handbook -- Starting Points for Reflection -- Challenges for Cognition and Assessment -- Final Words -- References -- Glossary -- Index -- EULA. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Cognitive learning--Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Educational evaluation--Handbooks, manuals, etc. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Leighton, Jacqueline P. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Rupp, Andre A. |
| Title | The Wiley Handbook of Cognition and Assessment |
| Place, publisher, and date of publication | Newark : John Wiley & Sons, Incorporated,c2016 |
| International Standard Book Number | 9781118956571 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Wiley Handbooks in Education Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4747118">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4747118</a> |
| Public note | Click to View |
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