On the Structure of Educational Assessments, CSE Technical Report.

By Robert J. Mislevy, L. Steinberg, R. Almond. 2003

300 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ff9eeb5282666b1059cbb2647ce5240ea78427c9

How researchers see this paper

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

Citations in the corpus

Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework (2014, methodology): “ECD is a framework that “entails the development, construction, and arrangement of specialized information elements, or assessment design objects, into specifications that embody the substantive argument that underlies an assessment” (Mislevy et al., 2003, p. 4).”
Implications of Evidence‐Centered Design for Educational Testing (2007, background): “all to the end of instantiating an assessment argument in operational processes (Mislevy et al., 2003; Mislevy & Riconscente, 2006).”
An Analytic Framework for Evaluating the Validity of Concept Inventory Claims (2015, unknown): “Overall, developers should design items using an intentional, systematic process to measure the specific concepts intended and provide evidence that they can be used for the specific interpretive purposes that the developers intended (e.g., Mislevy et al., 2003).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, result): “As such these meta-analyses bear a family resemblance to what Mislevy, Steinberg, and Almond (2003) referred to as “domain analysis.””
A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments (2016, background): “Mislevy et al. (2003) asserted that validity evidence can be represented formally in terms of a structured argument, an approach initially introduced and outlined in the context of legal reasoning by Toulmin (2003).”
COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL (2008, background): “Further, supporters seek to implement the principles of evidence-centered design (Mislevy et al., 2003), in which the design of an assessment is driven by the required ability to construct an evidentiary argument indicating exactly how each part of the test provides evidence for an explicit model…”
Building and Supporting a Case for Test Use (2005, background): “Beginning from a different starting point, that of test design and development, Mislevy et al. (2002, 2003) also draw on the literature in evidentiary reasoning to develop a set of steps and procedures for what they call “evidence-centered design” (ECD).”
Reasoning up and down a Food Chain: Using an Assessment Framework to Investigate Students' Middle Knowledge. (2009, methodology): “Using the principles of ECD (Mislevy et al., 2003), we created and empirically evaluated an assessment system that allows us to gather this type of information.”
Handbook of test development (2006, methodology): “The depictions of layers and various representations within layers discussed in this chapter draw on Mislevy et al. (2003) and on the Principled Assessment Design for Inquiry (PADI) project (Baxter & Mislevy, 2004; Mislevy & Haertel, 2006), 2 as well as on GlassLab’s process for creating game-based…”