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The Handbook of Cognition and Assessment.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Somerset :
John Wiley & Sons, Incorporated,
2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Title Page ; Copyright Page; Contents; Notes on Contributors; Foreword; Acknowledgements; Chapter 1 Introduction to Handbook; Motivation for Handbook; Handbook Structure; Closing Words; Part I Frameworks ; Chapter 2 The Role of Theories of Learning and Cognition in Assessment Design and Development; A Brief History of Evaluation Criteria for Theories of Learning and Cognition; Principled Assessment Design as an Evaluative Lens for Theories of Learning and Cognition; Principled Assessment Design Evaluation Criteria for Theories of Learning and Cognition.
- Interface of Evaluation Criteria with ValidityConclusion; References; Chapter 3 Principled Approaches to Assessment Design, Development, and Implementation; Motivations for Principled Approaches; Overviews of Principled Approaches; Elements of Principled Approaches; Use of the Elements in Principled Approaches; Discussion; Acknowledgments; Notes; References; Chapter 4 Developing and Validating Cognitive Models in Assessment; Definition of Cognitive Models; Model Development and Validation Methods; Offline Evidence: Methods and Approaches; Conclusion; References.
- Chapter 5 An Integrative Framework for Construct ValidityUnified Framework for Construct Validity; Example: Test Form Development with Generated Items; Conclusion; References; Chapter 6 The Role of Cognitive Models in Automatic Item Generation; Introduction; The Relentless Demand for Test Items; Automatic Item Generation: A Three-Step Method; Identifying Content for Item Generation Using Cognitive Modeling; Evaluating the Cognitive Models Used in Automatic Item Generation; Summary and Directions for Future Research; Acknowledgments; References.
- Chapter 7 Social Models of Learning and AssessmentIntroduction; Defining "Social" Models of Learning; Examples of Assessment Informed by Social Models of Learning; Example 1: Carbon: Transformations in Matter and Energy (Carbon TIME); Example 2: Contingent Pedagogies; Example 3: Data Modeling; Comparing the Examples: Key Sources of Variation; Looking to the Future: Additional Considerations for Assessment from a Sociocultural Perspective; References; Chapter 8 Socio-emotional and Self-management Variables in Learning and Assessment ; Introduction.
- Importance of Social, Emotional, and Self-Management Variables in School and in Life: Correlational StudiesA Social, Emotional, and Self-Management Framework; Role of Socio-Emotional, Attitudinal, and Self-Management Variables on Summative and Formative Test Scores; Assessing Socio-Emotional, Attitudinal, and Self-Management Variables ; Conclusions and Future Directions; References; Chapter 9 Understanding and Improving Accessibility for Special Populations; Accessibility of Educational Assessments; Cognitive Models of Learning and Performance.