LEADER 03657nam 22006972 450 001 9910789544803321 005 20151005020621.0 010 $a1-139-08864-5 010 $a1-107-21433-5 010 $a1-283-19330-2 010 $a9786613193308 010 $a1-139-09242-1 010 $a0-511-99627-6 010 $a1-139-09293-6 010 $a1-139-09191-3 010 $a1-139-09102-6 010 $a1-139-09011-9 035 $a(CKB)2670000000093976 035 $a(EBL)713032 035 $a(OCoLC)735595428 035 $a(SSID)ssj0000523836 035 $a(PQKBManifestationID)11327002 035 $a(PQKBTitleCode)TC0000523836 035 $a(PQKBWorkID)10543412 035 $a(PQKB)11204602 035 $a(UkCbUP)CR9780511996276 035 $a(MiAaPQ)EBC713032 035 $a(Au-PeEL)EBL713032 035 $a(CaPaEBR)ebr10476553 035 $a(CaONFJC)MIL319330 035 $a(EXLCZ)992670000000093976 100 $a20101221d2011|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe learning sciences in educational assessment $ethe role of cognitive models /$fJacqueline P. Leighton, Mark J. Gierl$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2011. 215 $a1 online resource (v, 270 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-12288-0 311 $a0-521-19411-3 320 $aIncludes bibliographical references and index. 327 $aThe learning sciences in educational assessment: an introduction -- Evaluating cognitive models in large-scale educational assessments -- Cognitive models of task performance for reading comprehension -- Cognitive models of task performance for scientific reasoning and discovery -- Cognitive models of task performance for mathematical reasoning -- Putting it all together: cognitive models to inform the design and development of large-scale educational assessment -- Cognitively-based statistical methods: technical illustrations. 330 $aThere is mounting hope in the United States that federal legislation in the form of No Child Left Behind will improve educational outcomes. As titanic as the challenge appears to be, however, the solution could be at our fingertips. This volume identifies visual types of cognitive models in reading, science and mathematics for researchers, test developers, school administrators, policy makers and teachers. In the process of identifying these cognitive models, the book also explores methodological or translation issues to consider as decisions are made about how to generate psychologically informative and psychometrically viable large-scale assessments based on the learning sciences. Initiatives to overhaul educational systems in disrepair may begin with national policies, but the success of these policies will hinge on how well stakeholders begin to rethink what is possible with a keystone of the educational system: large-scale assessment. 606 $aEducational tests and measurements 606 $aEducational psychology 606 $aCognition 615 0$aEducational tests and measurements. 615 0$aEducational psychology. 615 0$aCognition. 676 $a371.260973 700 $aLeighton$b Jacqueline P.$01553592 702 $aGierl$b Mark J. 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910789544803321 996 $aThe learning sciences in educational assessment$93814258 997 $aUNINA