1st Edition
Validation of Score Meaning for the Next Generation of Assessments The Use of Response Processes
Contents
Contributors
1. Introduction
Kadriye Ercikan and James W. Pellegrino
Part I. Conceptual & Methodological Issues Associated with Using Examinee Response Process Data to Validate Score Meaning
2. Validating Score Interpretations Based on Response Processes
Michael Kane & Robert Mislevy
3. Collecting and Analyzing Verbal Response Process Data in the Service of Interpretative and Validity Arguments
Jacqueline P. Leighton
4. Collecting, Analyzing and Interpreting Response time, Eye-tracking, and Log data
Andreas Oranje, Joanna Gorin, Yue Jia, Deirdre Kerr
5. Commentary I
Lauress L. Wise
Part II. Using Examinee Response Process Data to Validate Score Meaning: Applications in Different Assessment Contexts
6. Assessments of Complex Thinking
Paul Nichols and Kristen Huff
7. Threats to Score Meaning in Automated Scoring
Isaac I. Bejar
8. The Contribution of Student Response Processes to Validity Analyses for Instructionally Supportive Assessments
Louis V. DiBello, James W. Pellegrino, Brian D. Gane, & Susan R. Goldman
9. Score Processes in Assessing Academic Content of Non-native Speakers
Rebecca J. Kopriva and Laura Wright
10. Assessment of Students with Learning Disabilities: Using Students’ Performance and Progress to Inform Instruction
Gerald Tindal, Julie Alonzo, Leilani Sáez, and Joseph F. T. Nese
11. Multiple Language Versions of Tests
Guillermo Solano-Flores and Magda Chía
12. Commentary 2: The Value of Response Process Studies to Evaluate Score Meaning
Suzanne Lane
Index
Biography
Kadriye Ercikan is Professor of Measurement, Evaluation, and Research Methodology in the Faculty of Education at the University of British Columbia, Canada and Vice President of Statistical Analysis, Data Analysis and Psychometric Research at the Educational Testing Service.
James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago, USA.
"This book, focusing on the validation of score meaning using response process, introduces a unique dimension to the validation of assessments. It is a must-read source for anyone who is involved in assessment development and use. Currently, the field of assessment is mainly focused on content and psychometrics aspects in assessment validation; therefore, the internationally respected scholars who wrote the chapters of this volume have made a timely contribution to the assessment field by highlighting the importance of validity evidence based on response process."
--Jamal Abedi, Professor, School of Education, University of California, Davis, USA"Ercikan and Pellegrino have provided a thorough investigation of how the test-taker response processes influence the validity of score interpretations. By including studies that incorporate new technology with those using more traditional methods, assessment developers can better understand best practices in validity research. This highly readable book offers information that applies to multiple assessment types and purposes."
--Marianne Perie, Director, Center for Assessment and Accountability Research and Design, USA"This volume and its approach to test validation represent an exciting addition to the field. Using examinee responses as a part of test validation will help those of us concerned about bias and fairness in testing."
--Martha Thurlow, Director, National Center on Educational Outcomes, USA""With its clear organization, theoretical, and practical contributions to the topic, and the inclusion of a variety ofassessment types, the book can be considered an effective starting point for assessment researchers and practitioners who consider using response process data in their validation studies."
--Journal of Educational Measurement, Vol. 57, No. 1
