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Analytic Versus Holistic Scoring of Science Performance Tasks
9 references·3 citing·42 second hop
Analytic Versus Holistic Scoring of Science Performance Tasks (1998)Analytic Versus Holistic Scoring of Scien…Performance‐Based Assessment: Implications of Task Specificity (1994)Performance‐Based Assessment:…Scaling Performance Assessments: Strategies for Managing Local Item Dependence (1993)Scaling Performance Assessmen…Sampling Variability of Performance Assessments (1993)Sampling Variability of Perfo…Combining Multiple-Choice and Constructed-Response Test Scores: Toward a Marxist Theory of Test Construction (1993)Combining Multiple-Choice and…Generalizability theory: a primer (1992)Generalizability theory: a pr…Evaluation of Procedure‐Based Scoring for Hands‐On Science Assessment (1992)Evaluation of Procedure‐Based…Quality Control in the Development and Use of Performance Assessments (1991)Quality Control in the Develo…Item Clusters and Computerized Adaptive Testing: A Case for Testlets (1987)Item Clusters and Computerize…The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles (1974)The Dependability of Behavior…Rater reliability and score discrepancy under holistic and analytic scoring of second language writing (2015)Rater reliability and score d…Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences (2010)Translating expertise into ef…Assessing the Writing Performance of Students in Special Education (2004)Assessing the Writing Perform…Reviews: Lord, Frederic M., and Novick, Melvin R. (with contributions by Allan Birnbaum). Statistical Theories of Mental Test Scores. Reading, Mass.: Addison-Wesley, 1968. xii + 568 pp. $14.95. (1969)Statistical Theories of Mental Test Scores (1969)Local Dependence Indexes for Item Pairs Using Item Response Theory (1997)Psychometric Evaluation and Calibration of Health-Related Quality of Life Item Banks (2007)Development of a PROMIS item bank to measure pain interference (2010)Applications of Item Response Theory To Practical Testing Problems (2012)Theory of Mental Tests (1950)Complex, Performance-Based Assessment: Expectations and Validation Criteria (1991)The Effects of High-Stakes Testing On Achievement: Preliminary Findings About Generalization Across Tests (1991)Can There Be Validity Without Reliability? (1994)High-stakes testing in employment, credentialing, and higher education: Prospects in a post-affirmative-action world. (2001)Educational Assessment: Expanded Expectations and Challenges (1993)Critical Thinking Dispositions: Their Nature and Assessability (1996)The Alternatives in Language Assessment (1998)Modern language testing at the turn of the century: assuring that what we count counts (2000)ESTIMATION OF LATENT ABILITY USING A RESPONSE PATTERN OF GRADED SCORES1 (1968)Estimation of Latent Ability Using a Response Pattern of Graded Scores (1969)A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment (2002)Common method biases in behavioral research: A critical review of the literature and recommended remedies. (2003)Some latent trait models and their use in inferring an examinee's ability (1968)Multiple‐Choice Tests and Student Understanding: What Is the Connection? (2004)Teaching More by Grading Less (or Differently) (2014)The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing (2019)Elements of Generalizability Theory (1992)The assessment of professional competence: Developments, research and practical implications (1996)Scientific Research in Education (2002)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Educational measurement. (2015)Review of Educational Measurement. (1952)Education and science (1983)Educational measurement, 3rd ed. (1989)Portfolios in Large‐scale Assessment: Difficult But Not Impossible (1995)Chapter 9 : Addressing the “Two Disciplines” Problem: Linking Theories of Cognition and Learning With Assessment and Instructional Practice (1999)Experimental and Quasi-Experimental Designs for Research (1963)Telling more than we can know: Verbal reports on mental processes. (1977)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations (2015)A Systematic Review on Inquiry-Based Writing Instruction in Tertiary Settings (2022)Forming inferences about some intraclass correlation coefficients. (1996)Method Variance in Organizational Research (2006)The Handbook of Research Synthesis and Meta-Analysis (2019)Self-Concept: Validation of Construct Interpretations (1976)
this work references cited by second hop

References

  • 1974The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles1,819 cited
  • 1992Generalizability theory: a primer1,298 cited
  • 1993Scaling Performance Assessments: Strategies for Managing Local Item Dependence766 cited
  • 1987Item Clusters and Computerized Adaptive Testing: A Case for Testlets630 cited
  • 1993Sampling Variability of Performance Assessments338 cited
  • 1991Quality Control in the Development and Use of Performance Assessments274 cited
  • 1993Combining Multiple-Choice and Constructed-Response Test Scores: Toward a Marxist Theory of Test Construction216 cited
  • 1994Performance‐Based Assessment: Implications of Task Specificity152 cited
  • 1992Evaluation of Procedure‐Based Scoring for Hands‐On Science Assessment113 cited

Cited by

  • 2010Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences54 cited
  • 2004Assessing the Writing Performance of Students in Special Education52 cited
  • 2015Rater reliability and score discrepancy under holistic and analytic scoring of second language writing18 cited

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