Use of Evidence-Centered Design to Develop Learning Maps-Based Assessments

Autor/inn/en	Bechard, Sue; Clark, Amy; Swinburne Romine, Russell; Karvonen, Meagan; Kingston, Neal; Erickson, Karen
Titel	Use of Evidence-Centered Design to Develop Learning Maps-Based Assessments
Quelle	In: International Journal of Testing, 19 (2019) 2, S.188-205 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2018.1543310
Schlagwörter	Evidence Based Practice; Test Construction; Test Validity; Measurement; Alternative Assessment; Concept Mapping; Mastery Learning; Access to Education; Language Arts; Mathematics Achievement; Academic Standards; Educational Objectives; English Curriculum; Difficulty Level; Intellectual Disability; Skill Development; Students with Disabilities; Elementary School Students; Secondary School Students; Science Achievement + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Messverfahren; Concept Map; Education; Access; Bildung; Zugang; Bildungszugang; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Educational objective; Bildungsziel; Erziehungsziel; Schwierigkeitsgrad; Intellect; Disability; Disabilities; Verstand; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Schüler; Schülerin; Studentin; Sekundarschüler
Abstract	Evidence-based approaches to assessment design, development, and administration provide a strong foundation for an assessment's validity argument but can be time consuming, resource intensive, and complex to implement. This article describes an evidence-based approach used for one assessment that addresses these challenges. Evidence-centered design principles were applied to create a task template to support test development for a new, instructionally embedded, large-scale alternate assessment system used for accountability purposes in 18 US states. Example evidence from the validity argument is presented to evaluate the effectiveness of the template as an evidence-based method for test development. Lessons learned, including strengths and challenges, are shared to inform test-development efforts for other programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01