Construction Versus Choice in Cognitive Measurement: Issues in Constructed Response, Performance Testing, and Portfolio Assessment

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William C. Ward, Randy Elliot Bennett
Routledge, Oct 12, 2012 - Psychology - 352 pages
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This book brings together psychometric, cognitive science, policy, and content domain perspectives on new approaches to educational assessment -- in particular, constructed response, performance testing, and portfolio assessment. These new assessment approaches -- a full range of alternatives to traditional multiple-choice tests -- are useful in all types of large-scale testing programs, including educational admissions, school accountability, and placement. This book's multi-disciplinary perspective identifies the potential advantages and pitfalls of these new assessment forms, as well as the critical research questions that must be addressed if these assessment methods are to benefit education.
 

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Contents

Chapter 1 On the Meanings of Constructed Response
1
Chapter 2 On the Equivalence of the Traits Assessed by MultipleChoice and ConstructedResponse Tests
29
Chapter 3 Construct Validity and ConstructedResponse Tests
45
Chapter 4 Trait Equivalence as Construct Validity of Score Interpretation Across Multiple Methods of Measurement
61
Chapter 5 A Framework for Studying Differences Between MultipleChoice and FreeResponse Test Items
75
Chapter 6 Item Construction and Psychometric Models Appropriate for Constructed Responses
107
A Pragmatic Approach
135
Chapter 8 Item Formats for Assessment in Mathematics
167
Chapter 10 Assessment as an Episode of Learning
213
Chapter 11 Performance Assessment and Educational Measurement
241
Examples from Teacher Assessment
265
Chapter 13 The Federal Role in Standardized Testing
291
Chapter 14 The Politics of MultipleChoice Versus FreeResponse Assessment
313
Author Index
325
Subject Index
331
Copyright

Chapter 9 The Place of Portfolios in Our Changing Views of Writing Assessment
183

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