From Principles to Practice: An Embedded Assessment System

By Mark R. Wilson, K. Sloane. 2000

341 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/589857aa30e717e7b484793018cdc6ee9013ba37

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Diagnostic Assessment With Ordered Multiple-Choice Items (2006, methodology): “One way to establish these sorts of connections is by applying some of the design principles encapsulated by the Berkeley Evaluation and Assessment Research (BEAR) Center in the BEAR Assessment System (National Research Council, 2001; Wilson & Sloane, 2000).”
Emerging Understanding of Patterning in 4-Year-Olds (2013, neutral): “…literature (see Acton, Kunz, Wilson, & Hall, 2005; Claesgens, Scalise, Wilson, & Stacy, 2009; Dawson-Tunik, Commons, Wilson, & Fischer, 2005; Rittle-Johnson, Matthews, Taylor, & McEldoon, 2011; Wilson, 2008; Wilson & Sloane, 2000), and only one is in developmental psychology (Dawson-Tunik et al.).”
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, neutral): “…in the empirical research literature (see Acton, Kunz, Wilson, & Hall, 2005; Masse, Heesch, Eason, & Wilson, 2006; Wilson, 2008), with only a few focused on academic knowledge (see Claesgens, Scalise, Wilson, & Stacy, 2009; Dawson-Tunik, Commons, Wilson, & Fischer, 2005; Wilson & Sloane, 2000).”
Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, background): “Its original deployment was as a curriculum-embedded system in middle school science (Wilson & Sloane, 2000), but it has clear and logical extensions to other contexts such as in higher education (Wilson & Scalise, 2006), in large-scale assessment (Wilson & Draney, 2005), and across other…”
Assessing Knowledge Integration in Science: Construct, Measures, and Evidence (2008, methodology): “Similarly, the BEAR Center has also focused on the importance of consistence, coherence, and continuity in science assessments (Wilson & Sloane, 2000).”
Covariational reasoning among U.S. and South Korean secondary mathematics teachers (2017, methodology): “Item and rubric construction followed the five-phase method inspired by Wilson and Draney at the UC Berkely Evaluation and Research Center (Kennedy &Wilson, 2007; Wilson & Sloane, 2000) and outlined in Thompson (2016).”
A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments (2016, methodology): “…developing assessments: (a) the ECD approach developed by Mislevy and colleagues (see, e.g., Mislevy & Haertel, 2006; Mislevy & Riconscente, 2006) and (b) the construct-modeling approach developed by Wilson and his colleagues (see, e.g., Wilson, 2005; Wilson & Draney, 2004; Wilson & Sloane, 2000).”
Knowing What Students Know: The Science and Design of Educational Assessment (2001, methodology): “An example of the relationships among the conception of learning, the observations, and the interpretation model is provided by the Berkeley Evaluation and Assessment Research (BEAR) Center (Wilson and Sloane, 2000).”
Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress (2014, methodology): “…Developmental Assessment program (Forster & Masters, 2001; Masters & Forster, 1996) and the BEAR assessment system (Wilson, Draney, & Kennedy, 2001; Wilson & Sloane, 2000) show how progress maps can be used to achieve coherence between formative and summative assessment, as well as among…”
Cognitive Assessment Models with Few Assumptions, and Connections with Nonparametric Item Response Theory (2001, background): “Relating model parameters to simple and useful data summaries is important when computational machinery is not available (e.g., in embedded assessments; cf. Wilson & Sloane, 2000).”
On Cognitive Constraints and Learning Progressions: The case of “structure of matter” (2009, background): “These learning progressions are useful tools in the design of educational materials and experiences that foster meaningful learning, as well as in the development of assessment practices that set clear standards of performance, properly track student progress, and provide formative feedback (Wilson ”