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Principled Approaches to Assessment Design, Development, and Implementation
16 references·1 citing·42 second hop
Principled Approaches to Assessment Design, Development, and Implementation (2016)Principled Approaches to Assessment Desig…Handbook of Test Development (2015)Handbook of Test DevelopmentEducational measurement. (2015)Educational measurement.Validating the Interpretations and Uses of Test Scores (2013)Validating the Interpretation…The standards for educational and psychological testing. (2013)The standards for educational…Knowing What Students Know: The Science and Design of Educational Assessment (2013)Knowing What Students Know: T…Handbook of Test Development (2011)Handbook of Test DevelopmentA Suggested Change in Terminology and Emphasis Regarding Validity and Education (2007)A Suggested Change in Termino…Implications of Evidence‐Centered Design for Educational Testing (2006)Implications of Evidence‐Cent…Design Research: Theoretical and Methodological Issues (2004)Design Research: Theoretical …Constructing Measures : An Item Response Modeling Approach (2004)Constructing Measures : An It…Focus Article: On the Structure of Educational Assessments (2003)Focus Article: On the Structu…From Principles to Practice: An Embedded Assessment System (2000)From Principles to Practice: …A cognitive design system approach to generating valid tests: Application to abstract reasoning. (1998)A cognitive design system app…The Interplay of Evidence and Consequences in the Validation of Performance Assessments (1994)The Interplay of Evidence and…Student-centered classroom assessment (1994)Student-centered classroom as…Construct validity: Construct representation versus nomothetic span. (1983)Construct validity: Construct…Foundational Competencies in Educational Measurement (2023)Foundational Competencies in …Construct validity in psychological tests. (1955)Statistical Theories of Mental Test Scores (1969)Falsification and the Methodology of Scientific Research Programmes (1970)Beyond Dichotomies (2015)Construct Validation in Social and Personality Research (2017)TWO CRITERIA FOR GOOD MEASUREMENTS IN RESEARCH: VALIDITY AND RELIABILITY (2017)Executive functioning in children, and its relations with reasoning, reading, and arithmetic (2006)Testing for Measurement and Structural Equivalence in Large-Scale Cross-Cultural Studies: Addressing the Issue of Nonequivalence (2010)Applications of Item Response Theory To Practical Testing Problems (2012)Probabilistic Models for Some Intelligence and Attainment Tests (1961)The Uses of Argument (2003)Building and Supporting a Case for Test Use (2005)Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016)Advancing the Science of Collaborative Problem Solving (2018)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Motivational processes affecting learning. (1986)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Design-Based Research (2012)Project-Based Learning (2014)Conducting Educational Design Research (2018)Syntactic Structures (1957)Frames of Mind: The Theory of Multiple Intelligences (1984)Standards of Validity and the Validity of Standards in Performance Asessment (1995)Language Testing and Validation (2005)The educational researcher (2021)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)A Review and Synthesis of the Measurement Invariance Literature: Suggestions, Practices, and Recommendations for Organizational Research (2000)Determining Validity in Qualitative Inquiry (2000)Optimal number of response categories in rating scales: reliability, validity, discriminating power, and respondent preferences (2000)Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance (2002)The Ability Model of Emotional Intelligence: Principles and Updates (2016)Self‐Regulation in the Classroom: A Perspective on Assessment and Intervention (2005)Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009)Directrices para la traducción y adaptación de los tests: segunda edición (2013)Using reversed items in Likert scales: A questionable practice (2018)Diez pasos para la construcción de un test (2019)Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers (2007)Formative assessment: a critical review (2011)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Self-Concept: Validation of Construct Interpretations (1976)Thirteen Ways to Look at the Correlation Coefficient (1988)A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)
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References

  • 2013The standards for educational and psychological testing.6,992 cited
  • 2013Knowing What Students Know: The Science and Design of Educational Assessment2,402 cited
  • 2015Educational measurement.2,272 cited
  • 2013Validating the Interpretations and Uses of Test Scores2,096 cited
  • 2004Design Research: Theoretical and Methodological Issues1,928 cited
  • 1994The Interplay of Evidence and Consequences in the Validation of Performance Assessments1,315 cited
  • 2004Constructing Measures : An Item Response Modeling Approach1,236 cited
  • 2003Focus Article: On the Structure of Educational Assessments809 cited
  • 2015Handbook of Test Development728 cited
  • 1983Construct validity: Construct representation versus nomothetic span.605 cited
  • 2011Handbook of Test Development574 cited
  • 2006Implications of Evidence‐Centered Design for Educational Testing544 cited
  • 1994Student-centered classroom assessment477 cited
  • 1998A cognitive design system approach to generating valid tests: Application to abstract reasoning.349 cited
  • 2000From Principles to Practice: An Embedded Assessment System333 cited

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2007
A Suggested Change in Terminology and Emphasis Regarding Validity and Education
249 cited

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  • 2023Foundational Competencies in Educational Measurement27 cited