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Investigating the Cognitive Complexity of Science Assessments

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2004Avoiding Misconception, Misuse, and Missed Opportunities: The Collection of Verbal Reports in Educational Achievement Testing121 cited

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1999

Chapter 9 : Addressing the “Two Disciplines” Problem: Linking Theories of Cognition and Learning With Assessment and Instructional Practice

108 cited

2010Application of Think Aloud Protocols for Examining and Confirming Sources of Differential Item Functioning Identified by Expert Reviews96 cited

2003Chapter 2: Assessment as a Policy Tool85 cited

2009Preservice teachers' initial conceptions about assessment of science learning: The coherence with their views of learning science69 cited

2008The role of practice in chess: A longitudinal study68 cited

1999Some statistical models and computational methods that may be useful for cognitively-relevant assessment64 cited

2007Reconsidering Issues in Validity Theory57 cited

1999Integrated learning systems in the classroom57 cited

2011The Learning Sciences in Educational Assessment: The Role of Cognitive Models34 cited

2019Equity and Diversity31 cited

2021Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires30 cited

2012Translation Accommodations Framework for Testing English Language Learners in Mathematics.14 cited

2002The road to folly and redemption: Perspectives on the legitimacy of high‐stakes testing11 cited