Knowing What Students Know: The Science and Design of Educational Assessment

By James W. Pellegrino, Naomi Chudowsky, R. Glaser. 2001

2,259 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5d61d16b3ea907a15650fc44f881879f899b7e16

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Citations in the corpus

Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, methodology): “This theory of learning is supported by research (Pellegrino et al., 2001), is most compatible with current goals of education, and best explains the processes of effective formative assessment (Heritage, 2010b; Pellegrino et al., 2001; Shepard, 2000).”
Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies (2020, background): “Traditional assessments made inferences about cognition in which the test is the mediator (Pellegrino, Chudowsky, & Glaser, 2001), often highly tendentious from the point of view of the validity and range of their measures of the mind.”
Clarifying the purposes of educational assessment (2007, background): “In making this recommendation, the emphasis here is slightly different from that implied by Pellegrino et al. (2001). These authors noted that the more purposes an assessment system is intended to serve, the more each purpose will be compromised by trade-offs during the process of assessment design.”
New Learning Environments and Constructivism: The Students’ Perspective (2006, background): “The development and implementation of instructional practices that will foster students’ skills to communicate, think and reason effectively, make judgements about the accuracy of large volumes of information, solve complex problems and work collaboratively in diverse teams, remains an important cha”