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oapen-20.500.12657-541732022-04-27T03:04:56Z Validation of Score Meaning for the Next Generation of Assessments Ercikan, Kadriye Pellegrino, James W. Andreas Oranje Applications of Educational Measurement and Assessment Assessment Brian D. Gane Deirdre Kerr Educational Assessment Educational Evaluation Educational Measurement Educational Methodology Ercikan Evaluation Game-Based Assessment Gerald Tindal Guillermo Solano-Flores Isaac I. Bejar Jacqueline P. Leighton James W. Pellegrino Joanna Gorin Joseph F. T. Nese Julie Alonzo Kristen Huff Laura Wright Lauress L. Wise Leilani S Louis V. DiBello Magda Chía Michael Kane NCME Paul Nichols Pellegrino bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKD Examinations & assessment bic Book Industry Communication::J Society & social sciences::JM Psychology::JMB Psychological methodology::JMBT Psychological testing & measurement bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology Despite developments in research and practice on using examinee response process data in assessment design, the use of such data in test validation is rare. Validation of Score Meaning in the Next Generation of Assessments Using Response Processes 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. With contributions from the top researchers in the field of assessment, this volume 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. 2022-04-26T08:39:42Z 2022-04-26T08:39:42Z 2017 book ONIX_20220426_9781317483342_7 9781317483342 9781138898370 9781138898363 9781315708591 https://library.oapen.org/handle/20.500.12657/54173 eng application/pdf n/a 9781317483342.pdf http://www.routledge.com Taylor & Francis Routledge 10.4324/9781315708591 10.4324/9781315708591 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 9781317483342 9781138898370 9781138898363 9781315708591 Routledge 164 open access
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Despite developments in research and practice on using examinee response process data in assessment design, the use of such data in test validation is rare. Validation of Score Meaning in the Next Generation of Assessments Using Response Processes 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. With contributions from the top researchers in the field of assessment, this volume 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.
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