Knowing What Students Know The Science And Design Of Educational Assessment

By M. Urner. 2016

239 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/de546e493fad010ce2e756e475d96fa880ae6431

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Nathan Minchen
2. Xiaoyi Gao
3. Jimmy de la Torre
4. Kit S. Double
5. Huifang Sun
6. Ji Shen
7. Pei-qi Li
8. J. McGrane

Citations in the corpus

• Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework (2014, background): “A process that involves multiple and iterative refinements and redefinitions may be needed before consistency between the three elements of the assessment triangle can be achieved (Pellegrino et al., 2001).”
• The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2018, background): “Peer assessment forms a core part of theories of formative assessment because it is seen as providing new information about the learning process to the teacher or student, which in turn facilitates later performance (Pellegrino et al. 2001).”
• Reviewing assessment of student learning in interdisciplinary STEM education (2020, methodology): “NRC. (2001).”