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Diagnostic Assessment With Ordered Multiple-Choice Items
15 references·16 citing·37 second hop
Diagnostic Assessment With Ordered Multiple-Choice Items (2006)Diagnostic Assessment With Ordered Multip…The standards for educational and psychological testing. (2013)The standards for educational…The National Science Education Standards (2013)The National Science Educatio…Knowing What Students Know: The Science and Design of Educational Assessment (2013)Knowing What Students Know: T…The Concept of Validity. (2004)The Concept of Validity.National Science Education Standards (1995)National Science Education St…Mental Models of the Day/Night Cycle (1994)Mental Models of the Day/Nigh…Making Sense of Secondary Science (1994)Making Sense of Secondary Sci…Making Sense of Secondary Science: Research into children's ideas (1993)Making Sense of Secondary Sci…Force concept inventory (1992)Force concept inventoryA Private Universe (1987)A Private UniverseThe initial knowledge state of college physics students (1985)The initial knowledge state o…Children's ideas in science (1985)Children's ideas in scienceEstimating Latent Distributions (1984)Estimating Latent Distributio…A Rasch Model for Partial Credit Scoring (1982)A Rasch Model for Partial Cre…The Journal of College Science Teaching (1971)The Journal of College Scienc…Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review (2017)Developing, Analyzing, and Us…Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016)Teachers’ formative assessmen…Assessment of scientific literacy: Development and validation of the Quantitative Assessment of Socio-Scientific Reasoning (QuASSR) (2016)Assessment of scientific lite…Towards a learning progression of energy (2012)Towards a learning progressio…Cognitive foundations for science assessment design: Knowing what students know about evolution (2012)Cognitive foundations for sci…A learning progression for water in socio‐ecological systems (2012)A learning progression for wa…Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items (2011)Validating Measurement of Kno…Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011)Road Maps for Learning: A Gui…Building a learning progression for celestial motion: Elementary levels from an earth-based perspective (2010)Building a learning progressi…Measuring progressions: Assessment structures underlying a learning progression (2009)Measuring progressions: Asses…Learning Progressions in Science: An Evidence-based Approach to Reform (2009)Learning Progressions in Scie…Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective (2009)Assessing learning progressio…A Cognitive Diagnosis Model for Cognitively Based Multiple-Choice Options (2009)A Cognitive Diagnosis Model f…Developing and assessing a force and motion learning progression (2008)Developing and assessing a fo…Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences About Examinees' Thinking Processes (2007)Defining and Evaluating Model…Test Design with Cognition in Mind (2006)Test Design with Cognition in…Probabilistic Models for Some Intelligence and Attainment Tests (1961)On Specific Objectivity an Attempt at Formalizing the Request for Generality and validity of Scientific Statements (1977)Fundamentals of item response theory (1992)Some Results on Mean Square Error for Factor Score Prediction (2006)Interim Scoring for the EQ-5D-5L: Mapping the EQ-5D-5L to EQ-5D-3L Value Sets (2012)Students’ preconceptions in introductory mechanics (1982)Common sense concepts about motion (1985)Development and use of diagnostic tests to evaluate students’ misconceptions in science (1988)Learning by Collaborating: Convergent Conceptual Change (1992)Structural Equations with Latent Variables (1989)Scale Development : Theory and Applications (1991)Structural Equations with Latent Variables. 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this work references cited by second hop

References

  • 1995National Science Education Standards7,888 cited
  • 2013The standards for educational and psychological testing.6,992 cited
  • 1982A Rasch Model for Partial Credit Scoring3,767 cited
  • 1971The Journal of College Science Teaching3,332 cited
  • 1992Force concept inventory3,233 cited
  • 2013The National Science Education Standards2,877 cited
  • 2013Knowing What Students Know: The Science and Design of Educational Assessment2,402 cited
  • 2004The Concept of Validity.1,730 cited
  • 1985Children's ideas in science1,538 cited
  • 1985The initial knowledge state of college physics students1,075 cited
  • 1993Making Sense of Secondary Science: Research into children's ideas770 cited
  • 1994Making Sense of Secondary Science710 cited
  • 1994Mental Models of the Day/Night Cycle695 cited
  • 1984Estimating Latent Distributions338 cited
  • 1987A Private Universe108 cited

Cited by

  • 2009Learning Progressions in Science: An Evidence-based Approach to Reform362 cited

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  • 2009Measuring progressions: Assessment structures underlying a learning progression330 cited
  • 2012Towards a learning progression of energy302 cited
  • 2008Developing and assessing a force and motion learning progression292 cited
  • 2017Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review220 cited
  • 2012A learning progression for water in socio‐ecological systems218 cited
  • 2012Cognitive foundations for science assessment design: Knowing what students know about evolution197 cited
  • 2009Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective173 cited
  • 2007Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences About Examinees' Thinking Processes169 cited
  • 2016Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study160 cited
  • 2009A Cognitive Diagnosis Model for Cognitively Based Multiple-Choice Options157 cited
  • 2010Building a learning progression for celestial motion: Elementary levels from an earth-based perspective146 cited
  • 2006Test Design with Cognition in Mind132 cited
  • 2011Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items132 cited
  • 2011Road Maps for Learning: A Guide to the Navigation of Learning Progressions130 cited
  • 2016Assessment of scientific literacy: Development and validation of the Quantitative Assessment of Socio-Scientific Reasoning (QuASSR)129 cited