Validation of score meaning for the next generation of assessments : the use of response processes / edited by Kadriye Ercikan and James W. Pellegrino.

Incluye referencias bibliográficas e índice

Validation of score meaning using examinee response processes for the next generation of assessments / Kadriye Ercikan and James W. Pellegrino -- Validating score interpretations based on response processes / Michael Kane and Robert Mislevy -- Collecting and analyzing verbal response process data in the service of interpretive and validity arguments / Jacqueline P. Leighton -- Collecting, analyzing, and interpreting response time, eye-tracking and log data / Andreas Oranje, Joanna Gorin, Yue Jia, and Deirdre Kerr -- Commentary I : validation of score meaning in the next generation of assessments / Lauress L. Wise -- Assessments of complex thinking / Paul Nichols and Kristen Huff -- Threats to score meaning in automated scoring / Isaac I. Bejar -- The contribution of student response processes to validity analyses for instructionally supportive assessments / Louis V. Dibello, James W. Pellegrino, Brian D. Gane, and Susan R. Goldman -- Score processes in assessing academic content of non-native speakers : literature review and ONPAR summary / Rebecca J. Kopriva and Laura Wright -- Assessment of students with learning disabilities : using students' performance and progress to inform instruction / Gerald Tindal, Julie Alonzo, Leilani Sáez, and Joseph F. T. Nese -- Validation of score meaning in multiple language versions of tests / Guillermo Solano-Flores and Magda Chía -- Commentary II : the value of response process studies to evaluate score meaning / Suzanne Lane.

This book 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. It 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.