![]() Smith, C.L., Wiser, M., Anderson, C.W., & Krajcik, J.How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning in biodiversity. Journal for Research in Science Teaching, 49, 141-165. Guiding explanation construction by children at the entry points of learning progressions. Different Written Assessment Methods: What can be said about their Strengths and Weaknesses? Medical Education 38,9: 974-979. Paper presented at the Learning Progressions in Science (LeaPS) Conference, Iowa City, IA. Learning progressions in science education: Two approaches for development. Journal of Research in Science Teaching, 49(6), 713-743. Developing a construct-based assessment to examine students’ analogical reasoning around physical models in earth science. Journal of Research in Science Teaching, 51(7), 902-929. Building a learning progression for celestial motion: An exploration of students’ reasoning about the seasons. Washington, DC: The National Academies Press. Division of Behavioral and Social Sciences and Education. Board on Testing and Assessment and Board on Science Education, J.W. Committee on Developing Assessments of Science Proficiency in K-12. Developing Assessments for the Next Generation Science Standards. Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Utrecht, The Netherlands: International Society of the Learning Sciences. In Proceedings of the 8th International Conference for the Learning Sciences (Vol. Development of a learning progression for the particle model of matter. Cognition and the question of test item format. A Rasch model for partial credit scoring. Assessing knowledge integration in science: Construct, measures and evidence. Applied Measurement in Education, 24(2), 115-136. Validating Measurement of Knowledge Integration Science Using Multiple-Choice and Explanation Items. Journal of Research in Science Teaching, 49(9), 1149–1180. A learning progression for energy in socio-ecological systems. Educational Measurement: Issues and Practice,11(4), 21–26. The multiple true-false item format: A status review. ![]() Chance guessing in a forced-choice recognition task and the detection of malingering. Journal of Educational Measurement, 35, 137-154. Calibration and scoring of tests with multiple-choice and constructed-response item types. Ercikan, K., Schwarz, R.D., Julian, M.Applied Psychological Measurement, 20, 201-212. Item response theory models and inferential bias in multiple group comparisons. (2007) An investigation of the multiple true-false item for nursing licensure and potential sources of construct-irrelevant difficulty. Assessment in Health Professions Education. Validation of a learning progression-based monitoring assessment. Doherty, J., Draney, K., Shin, H., Kim, J., & Anderson, C.Philadelphia, PA: Consortium for Policy Research in Education. Learning progressions in science: An evidence based approach to reform (CPRE Research Report #RR-63). Comparing American and Chinese K-12 students’ learning progression on carbon cycling in socio-ecological systems. Tracing a prospective learning progression for developing understanding of evolution, Paper Commissioned by the National Academies Committee on Test Design for K–12 Science Achievement, Washington, DC: National Academy of Science, 67. Diagnostic assessment with ordered multiple-choice items. Briggs, D.C., Alonzo, A.C., Schwab, C., & Wilson, M.Rotterdam, The Netherlands: Sense Publishers. Learning progressions in science: Current challenges and future directions. The psychometric modelling of ordered multiple-choice item responses for diagnostic assessment with a learning progression. Albany: State University of New York Press. (Eds.) Toward a new science of educational testing and assessment (pp. The need for a new science of assessment. Washington, DC: American Council on Education. ![]() ![]() Thorndike (Ed.), Educational measurement (2nd ed., pp. Report to the National Assessment Governing Board. NAEP pilot learning progression framework. Developing and assessing a force and motion learning progression. Applied Psychological Measurement, 21, 1-23. The multidimensional random coefficients multinomial logit model.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |