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El. knyga: Sociocognitive Foundations of Educational Measurement [Taylor & Francis e-book]

(Educational Testing Service, Princeton, New Jersey, USA)
  • Formatas: 438 pages, 41 Tables, black and white; 70 Line drawings, black and white; 1 Halftones, black and white; 71 Illustrations, black and white
  • Išleidimo metai: 05-Mar-2018
  • Leidėjas: Routledge
  • ISBN-13: 9781315871691
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 300,05 €*
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  • Standartinė kaina: 428,64 €
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Sociocognitive Foundations of Educational MeasurementDidesnis paveikslėlis
  • Formatas: 438 pages, 41 Tables, black and white; 70 Line drawings, black and white; 1 Halftones, black and white; 71 Illustrations, black and white
  • Išleidimo metai: 05-Mar-2018
  • Leidėjas: Routledge
  • ISBN-13: 9781315871691
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781315871691

Several key developments challenge the field of educational measurement today--demands for tests at larger scales with higher stakes, improved psychological understanding of the acquisition of knowledge, and new technologies capable of interacting with examinees, thereby capturing and evaluating performance and ability as never before. In this innovative volume, Robert J. Mislevy integrates these three areas into an applicable volume that teaches researchers, testing professionals, and students how to adopt the latest developments in educational psychology to the educational assessment domain. In thirteen chapters illustrated with charts and statistical modelling diagrams, Socio-cognitive Foundations of Educational Measurement explains why the traditional behavioral approach is increasingly obsolete and lays out in integral sociocognitive perspective, designed to help academics incorporate the newest advances in psychology with the newest advances in technology to maximize the success of assessment.

Mislevy first approaches the topic broadly, explaining the foundations of assessment and the sociocognitive perspective providing researchers the tools they need to introduce it into their own work. In subsequent chapters he presents higher level research and provides in-depth, technical applications to major assessment topics including: variation, Item Response Theory, categorical models, mixture models, and Bayesian inference. Ideal for specialists in these particular areas and graduate students and researchers looking to understand the implications of the sociocognitive approach in measurement, this book consolidates nearly a decade of research into a fresh understanding of educational measurement.

Preface xiii
Acknowledgments xvii
1 Where We Are Going, and Why, and How
1(20)
1.1 Introduction
1(1)
1.2 LCS Patterns Across People and Resources Within People
2(2)
1.3 A Sketch of the Articulation
4(5)
1.4 Model-Based Reasoning
9(5)
1.5 From Situated Action to Measurement-Model Variables
14(2)
1.6 Looking Ahead
16(5)
2 A Sociocognitive Perspective
21(25)
2.1 Overview
21(1)
2.2 Complex Adaptive Systems
21(2)
2.3 Patterns Within Individuals
23(6)
2.4 Patterns Across Individuals
29(4)
2.5 A Gedanken Representation, With Implications for Assessment
33(3)
2.6 Examples
36(5)
2.7 Reflections
41(5)
3 The Structure of Assessment Arguments
46(23)
3.1 Overview
46(1)
3.2 Psychological Perspectives
46(1)
3.3 The Assessment Design/Interpretation Argument
47(13)
3.4 The Assessment-Use Argument
60(6)
3.5 Reflections
66(3)
4 A Sociocognitive Perspective on Design/Interpretation Arguments
69(36)
4.1 Overview
69(2)
4.2 Assessments Are Practices
71(1)
4.3 What Claims, If Any, Might We Make About Individuals?
71(2)
4.4 Constructs, Warrants, Backing, and Alternative Explanations
73(6)
4.5 Patterns at Many Levels
79(4)
4.6 What Makes Tasks Difficult?
83(3)
4.7 Characterizing Task Situations
86(1)
4.8 Characterizing Performances
87(3)
4.9 What Can This Person Be Thinking?
90(6)
4.10 Applying the Interpretation Argument to Multiple Examinees
96(3)
4.11 Reflections
99(6)
5 A Sociocognitive Perspective on Assessment-Use Arguments
105(28)
5.1 Overview
105(1)
5.2 Acting in the Assessment and Criterion Situations
105(7)
5.3 Two Examples
112(2)
5.4 Behavioral Assessment-Use Arguments
114(2)
5.5 Trait Assessment-Use Arguments
116(6)
5.6 Trait Within Social/Behavioral Domain Assessment-Use Arguments
122(3)
5.7 Information-Processing Assessment-Use Arguments
125(3)
5.8 Applying the Use Argument to Multiple Examinees
128(1)
5.9 Reflections
129(4)
6 Meaning in Measurement Models
133(29)
6.1 Overview
133(1)
6.2 Connecting Measurement Models With Assessment Arguments
134(2)
6.3 The "As If" Pivot
136(3)
6.4 Background for the Force Concept Inventory Example
139(3)
6.5 Classical Test Theory
142(9)
6.6 A Model for a "Resources" Narrative Space
151(5)
6.7 Reflections
156(6)
7 Probability-Based Reasoning in Measurement Models
162(32)
7.1 Overview
162(1)
7.2 A Subjectivist-Bayesian Perspective on Model-Based Reasoning
162(2)
7.3 Additional Background for Hydrive
164(1)
7.4 Concepts in Probability-Based Reasoning
165(14)
7.5 Working With Probability Models
179(11)
7.6 Reflections
190(4)
8 Measurement Concepts
194(24)
8.1 Overview
194(1)
8.2 Reliability
195(6)
8.3 Validity
201(8)
8.4 Comparability
209(3)
8.5 What Are True Scores, Latent Variables, and Measurement Error?
212(2)
8.6 Reflections
214(4)
9 A Conditional Sense of Fairness
218(27)
9.1 Overview
218(2)
9.2 Marginal and Conditional Inference
220(1)
9.3 Conditioning Evaluation Processes on Information About Students
220(6)
9.4 Conditioning Task Situations on Information About Students
226(15)
9.5 Reflections
241(4)
10 Measurement Models and Fairness
245(23)
10.1 Overview
245(1)
10.2 The Rasch Model for Dichotomous Items
245(4)
10.3 Person-Fit Analyses
249(2)
10.4 Differential Item Functioning
251(12)
10.5 Reflections
263(5)
11 Item Response Theory I: Item-Level Models
268(21)
11.1 Overview
268(1)
11.2 Some Antecedents
269(4)
11.3 Standardized Tests
273(7)
11.4 Item-Level Response Models
280(5)
11.5 Reflections
285(4)
12 Item Response Theory II: Sociocognitive Perspectives
289(24)
12.1 Overview
289(1)
12.2 A Sociocognitive View of Responding to Items
289(3)
12.3 Examples
292(6)
12.4 Sociocognitive Clines
298(6)
12.5 Analytic Approaches to IRT From a Sociocognitive Perspective
304(6)
12.6 Reflections
310(3)
13 Item Response Theory III: Measurement
313(35)
13.1 Overview
313(1)
13.2 A Closer Look at Measurement
313(8)
13.3 Rasch Measurement
321(5)
13.4 Incorporating Cognitive Theory Into IRT
326(8)
13.5 So, Is It Measurement?
334(8)
13.6 Reflections
342(6)
14 Generalizability Theory
348(19)
14.1 Overview
348(1)
14.2 A Sociocognitive Perspective on Generalizability Theory
348(9)
14.3 Modeling Rater Effects
357(6)
14.4 Reflections
363(4)
15 Cognitive Diagnosis Models
367(18)
15.1 Overview
367(1)
15.2 The Basic Idea
367(3)
15.3 Mixed-Number Subtraction
370(5)
15.4 A Hybrid Model
375(4)
15.5 A Measurement Model for a Conditional Sense of Fairness
379(2)
15.6 Reflections
381(4)
16 Simulation-Based Assessment
385(30)
16.1 Overview
385(1)
16.2 A Brief History of Evidence-Bearing Opportunities
385(5)
16.3 Arguments for Assessments With Contingent Data
390(5)
16.4 Evidence Identification
395(6)
16.5 Modular Assembly of Measurement-Model Components
401(8)
16.6 Benefits of Measurement Modeling
409(1)
16.7 Reflections
410(5)
17 Our Story So Far
415(13)
17.1 Overview
415(1)
17.2 Where We Have Arrived
415(3)
17.3 Frames for Thinking About Assessment
418(7)
17.4 Reflections
425(3)
Index 428
Robert J. Mislevy is Frederic M. Lord Chair in Measurement and Statistics at Educational Testing Service. He is Professor Emeritus of Measurement, Statistics, and Evaluation with affiliations in Second Language Acquisition and Survey Methods at the University of Maryland, College Park, USA.
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