LEADER 03898oam 2200625I 450 001 9910563071503321 005 20241107094021.0 010 $a9781317483335 010 $a1317483332 010 $a9781138898370 010 $a1138898376 010 $a9781315708591 010 $a1315708590 024 7 $a10.4324/9781315708591 035 $a(CKB)3710000001118869 035 $a(MiAaPQ)EBC4831573 035 $a(OCoLC)988389162 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/81623 035 $a(ODN)ODN0004070409 035 $a(ScCtBLL)3e87054d-15ab-4c08-8b02-70d62de6289e 035 $a(oapen)doab81623 035 $a(EXLCZ)993710000001118869 100 $a20180706d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aValidation of score meaning for the next generation of assessments $ethe use of response processes /$fedited by Kadriye Ercikan and James W. Pellegrino 205 $a1st ed. 210 $cTaylor & Francis$d2017 210 1$aNew York :$cRoutledge,$d2017. 215 $a1 online resource (165 pages) 225 1 $aThe NCME Applications of Educational Measurement and Assessment Book Series 311 08$a1-138-89836-8 311 08$a1-317-48334-0 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $apt. 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. 330 $aThis book highlights the importance of validity evidence based on response processes and provides guidance to measurement researchers and practitioners in creating and using such evidence as a regular part of the assessment validation process. Response processes refer to approaches and behaviors of examinees when they interpret assessment situations and formulate and generate solutions as revealed through verbalizations, eye movements, response times, or computer clicks. Such response process data can provide information about the extent to which items and tasks engage examinees in the intended ways. It includes chapters that focus on methodological issues and on applications across multiple contexts of assessment interpretation and use. In Part I of this book, contributors discuss the framing of validity as an evidence-based argument for the interpretation of the meaning of test scores, the specifics of different methods of response process data collection and analysis, and the use of response process data relative to issues of validation as highlighted in the joint standards on testing. In Part II, chapter authors offer examples that illustrate the use of response process data in assessment validation. These cases are provided specifically to address issues related to the analysis and interpretation of performance on assessments of complex cognition, assessments designed to inform classroom learning and instruction, and assessments intended for students with varying cultural and linguistic backgrounds. 410 0$aNCME applications of educational measurement and assessment book series. 606 $aEducational tests and measurements$xStandards 615 0$aEducational tests and measurements$xStandards. 676 $a371.262 676 $a371.26013 686 $aEDU009000$aEDU030000$aPSY042000$2bisacsh 700 $aErcikan$b Kadriye$4edt$01159224 701 $aErcikan$b Kadriye$01159224 701 $aPellegrino$b James W$01133311 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910563071503321 996 $aValidation of score meaning for the next generation of assessments$92836350 997 $aUNINA