Sociocognitive Foundations of Educational Measurement

ISBN-13: 9780415716963 / Angielski / Twarda / 2018 / 438 str.

Robert J. Mislevy

Opis

Several key developments challenge the field of educational measurement today--demands for tests at larger scales with higher stakes, improved psychological understanding of the acquisition of knowledge, and new technologies capable of interacting with examinees, thereby capturing and evaluating performance and ability as never before. In this innovative volume, Robert J. Mislevy integrates these three areas into an applicable volume that teaches researchers, testing professionals, and students how to adopt the latest developments in educational psychology to the educational assessment domain. In thirteen chapters illustrated with charts and statistical modelling diagrams, Socio-cognitive Foundations of Educational Measurement explains why the traditional behavioral approach is increasingly obsolete and lays out in integral sociocognitive perspective, designed to help academics incorporate the newest advances in psychology with the newest advances in technology to maximize the success of assessment. Mislevy first approaches the topic broadly, explaining the foundations of assessment and the sociocognitive perspective providing researchers the tools they need to introduce it into their own work. In subsequent chapters he presents higher level research and provides in-depth, technical applications to major assessment topics including: variation, Item Response Theory, categorical models, mixture models, and Bayesian inference. Ideal for specialists in these particular areas and graduate students and researchers looking to understand the implications of the sociocognitive approach in measurement, this book consolidates nearly a decade of research into a fresh understanding of educational measurement.

Spis treści

Preface; Acknowledgments 1. Where We Are Going, and Why, and How 2. A Sociocognitive Perspective 3. The Structure of Assessment Arguments 4. A Sociocognitive Perspective on Design/Interpretation Arguments 5. A Sociocognitive Perspective on Assessment Use Arguments 6. Meaning in Measurement Models 7. Probability-Based Reasoning in Measurement Models 8. Measurement Concepts 9. A Conditional Sense of Fairness 10. Measurement Models and Fairness 11. Item Response Theory I: Item-Level Models 12. Item Response Theory II: Sociocognitive Perspectives 13. Item Response Theory III: Measurement 14. Generalizability Theory 15. Cognitive Diagnosis Models 16. Simulation-Based Assessment 17. Our Story So Far

O autorze

Robert J. Mislevy is Frederic M. Lord Chair in Measurement and Statistics at Educational Testing Service. He is Professor Emeritus of Measurement, Statistics, and Evaluation with affiliations in Second Language Acquisition and Survey Methods at the University of Maryland, College Park, USA.