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Implications of Evidence‐Centered Design for Educational Testing
Author(s) -
Mislevy Robert J.,
Haertel Geneva D.
Publication year - 2006
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/j.1745-3992.2006.00075.x
Subject(s) - computer science , argument (complex analysis) , accountability , cognition , management science , educational assessment , cognitive science , psychology , mathematics education , engineering , biochemistry , chemistry , neuroscience , political science , law
Evidence‐centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, creating schemas for operational elements such as tasks and measurement models, implementing the assessment, and carrying out the operational processes. We argue that this framework helps designers take advantage of developments from measurement, technology, cognitive psychology, and learning in the domains. Examples of ECD tools and applications are drawn from the Principled Assessment Design for Inquiry (PADI) project. Attention is given to implications for large‐scale tests such as state accountability measures, with a special eye for computer‐based simulation tasks.