TY  - BOOK
AU  - Rupp,Andre A.
AU  - Leighton,Jacqueline P.
TI  - The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications
T2  - Wiley Handbooks in Education Series
SN  - 9781118956618
AV  - LB1062.H247 2016 
U1  - 370.1523 
PY  - 2016///
CY  - Newark
PB  - John Wiley & Sons, Incorporated
KW  - Cognitive learning--Handbooks, manuals, etc
KW  - Educational evaluation--Handbooks, manuals, etc
KW  - Electronic books
N1  - 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; 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; 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; 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
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