Validation of score meaning for the next generation of assessments. The use of response processes. 1. Auflage.

Sonst. Personen	Ercikan, Kadriye (Hrsg.); Pellegrino, James W. (Hrsg.)
Titel	Validation of score meaning for the next generation of assessments. The use of response processes. 1. Auflage.
Quelle	New York: Routledge (2017), viii, 155 S.Verfügbarkeit
Reihe	Applications of educational measurement and assessment
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-1-138-89836-3; 978-1-138-89837-0
Schlagwörter	Methodologie; Validität; Kognitiver Prozess; Schüler; Leistungsbeurteilung; Prüfung; Schülerleistung; Lernschwierigkeit; Beispiel; Unterricht; Mehrsprachigkeit; Datenanalyse; Automatisierung; Messverfahren; Antwort; Daten; Evidenz; Interpretation; Leistungsmessung; Unterstützung; Ausländer
Abstract	[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. [...] 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/4