Validation of score meaning for the next generation of assessments : the use of response processes / / edited by Kadriye Ercikan and James W. Pellegrino

• Record Nr.: UNINA9910563071503321
• Autore: Ercikan Kadriye
• Pubbl/distr/stampa: Taylor & Francis, 2017; New York : , : Routledge, , 2017
• ISBN: 9781317483335; 1317483332; 9781138898370; 1138898376; 9781315708591; 1315708590
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (165 pages)
• Collana: The NCME Applications of Educational Measurement and Assessment Book Series
• Classificazione: EDU009000EDU030000PSY042000
• Altri autori (Persone): ErcikanKadriye; PellegrinoJames W
• Disciplina: 371.262; 371.26013
• Soggetti: Educational tests and measurements - Standards
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references at the end of each chapters and index.
• Nota di contenuto: pt. 1. Conceptual and methodological issues associated with using examinee response process data to validate score meaning -- pt. 2. Using examinee response process data to validate score meaning : applications in different assessment contexts.
• Sommario/riassunto: This book highlights the importance of validity evidence based on response processes and provides guidance to measurement researchers and practitioners in creating and using such evidence as a regular part of the assessment validation process. Response processes refer to approaches and behaviors of examinees when they interpret assessment situations and formulate and generate solutions as revealed through verbalizations, eye movements, response times, or computer clicks. Such response process data can provide information ; about the extent to which items and tasks engage examinees in the intended ways. It includes chapters that focus on methodological issues and on applications across multiple contexts of assessment interpretation and use. In Part I of this book, contributors discuss the framing of validity as an evidence-based argument for the interpretation of the meaning of test scores, the specifics of different methods of response process data collection and analysis, and the use of response process data relative to issues of validation as highlighted in the joint standards on testing. In Part II, chapter authors offer examples that illustrate the use of response process data in assessment validation. These cases are provided specifically to address issues related to the analysis and interpretation of performance on assessments of complex cognition, assessments designed to inform classroom learning and instruction, and assessments intended for students with varying cultural and linguistic backgrounds.