Sociocognitive Foundations of Educational Measurement by Mislevy, Robert J. -- Read -- Imperial Library of Trantor

Index

Cover Title Copyright Dedication Brief Table of Contents Expanded Table of Contents Preface Acknowledgments 1 Where We Are Going, and Why, and How

1.1 Introduction 1.2 LCS Patterns Across People and Resources Within People 1.3 A Sketch of the Articulation 1.4 Model-Based Reasoning 1.5 From Situated Action to Measurement-Model Variables 1.6 Looking Ahead

2 A Sociocognitive Perspective

2.1 Overview 2.2 Complex Adaptive Systems 2.3 Patterns Within Individuals 2.4 Patterns Across Individuals 2.5 A Gedanken Representation, With Implications for Assessment 2.6 Examples 2.7 Reflections

3 The Structure of Assessment Arguments

3.1 Overview 3.2 Psychological Perspectives 3.3 The Assessment Design/Interpretation Argument 3.4 The Assessment-Use Argument 3.5 Reflections

4 A Sociocognitive Perspective on Design/Interpretation Arguments

4.1 Overview 4.2 Assessments Are Practices 4.3 What Claims, If Any, Might We Make About Individuals? 4.4 Constructs, Warrants, Backing, and Alternative Explanations 4.5 Patterns at Many Levels 4.6 What Makes Tasks Difficult? 4.7 Characterizing Task Situations 4.8 Characterizing Performances 4.9 What Can This Person Be Thinking? 4.10 Applying the Interpretation Argument to Multiple Examinees 4.11 Reflections

5 A Sociocognitive Perspective on Assessment-Use Arguments

5.1 Overview 5.2 Acting in the Assessment and Criterion Situations 5.3 Two Examples 5.4 Behavioral Assessment-Use Arguments 5.5 Trait Assessment-Use Arguments 5.6 Trait Within Social/Behavioral Domain Assessment-Use Arguments 5.7 Information-Processing Assessment-Use Arguments 5.8 Applying the Use Argument to Multiple Examinees 5.9 Reflections

6 Meaning in Measurement Models

6.1 Overview 6.2 Connecting Measurement Models With Assessment Arguments 6.3 The “As If” Pivot 6.4 Background for the Force Concept Inventory Example 6.5 Classical Test Theory 6.6 A Model for a “Resources” Narrative Space 6.7 Reflections

7 Probability-Based Reasoning in Measurement Models

7.1 Overview 7.2 A Subjectivist-Bayesian Perspective on Model-Based Reasoning 7.3 Additional Background for Hydrive 7.4 Concepts in Probability-Based Reasoning 7.5 Working With Probability Models 7.6 Reflections

8 Measurement Concepts

8.1 Overview 8.2 Reliability 8.3 Validity 8.4 Comparability 8.5 What Are True Scores, Latent Variables, and Measurement Error? 8.6 Reflections

9 A Conditional Sense of Fairness

9.1 Overview 9.2 Marginal and Conditional Inference 9.3 Conditioning Evaluation Processes on Information About Students 9.4 Conditioning Task Situations on Information About Students 9.5 Reflections

10 Measurement Models and Fairness

10.1 Overview 10.2 The Rasch Model for Dichotomous Items 10.3 Person-Fit Analyses 10.4 Differential Item Functioning 10.5 Reflections

11 Item Response Theory I: Item-Level Models

11.1 Overview 11.2 Some Antecedents 11.3 Standardized Tests 11.4 Item-Level Response Models 11.5 Reflections

12 Item Response Theory II: Sociocognitive Perspectives

12.1 Overview 12.2 A Sociocognitive View of Responding to Items 12.3 Examples 12.4 Sociocognitive Clines 12.5 Analytic Approaches to IRT From a Sociocognitive Perspective 12.6 Reflections

13 Item Response Theory III: Measurement

13.1 Overview 13.2 A Closer Look at Measurement 13.3 Rasch Measurement 13.4 Incorporating Cognitive Theory Into IRT 13.5 So, Is It Measurement? 13.6 Reflections

14 Generalizability Theory

14.1 Overview 14.2 A Sociocognitive Perspective on Generalizability Theory 14.3 Modeling Rater Effects 14.4 Reflections

15 Cognitive Diagnosis Models

15.1 Overview 15.2 The Basic Idea 15.3 Mixed-Number Subtraction 15.4 A Hybrid Model 15.5 A Measurement Model for a Conditional Sense of Fairness 15.6 Reflections

16 Simulation-Based Assessment

16.1 Overview 16.2 A Brief History of Evidence-Bearing Opportunities 16.3 Arguments for Assessments With Contingent Data 16.4 Evidence Identification 16.5 Modular Assembly of Measurement-Model Components 16.6 Benefits of Measurement Modeling 16.7 Reflections

17 Our Story So Far

17.1 Overview 17.2 Where We Have Arrived 17.3 Frames for Thinking About Assessment 17.4 Reflections

Index