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Construction versus choice in cognitive measurement: issues in constructed response, performance testing, and portfolio assessment
Abstract
Contents: Preface. R.E. Bennett, On the Meanings of Constructed Response. R.E. Traub, On the Equivalence of the Traits Assessed by Multiple-Choice and Constructed-Response Tests. R.E. Snow, Construct Validity and Constructed-Response Tests. S. Messick, Trait Equivalence as Construct Validity of Score Interpretation Across Multiple Methods of Measurement. R.J. Mislevy, A Framework for Studying Differences Between Multiple-Choice and Free-Response Test Items. K.K. Tatsuoka, Item Construction and Psychometric Models Appropriate for Constructed Responses. N.J. Dorans, A.P. Schmitt, Constructed Response and Differential Item Functioning: A Pragmatic Approach. J. Braswell, J. Kupin, Item Formats for Assessment in Mathematics. R. Camp, The Place of Portfolios in Our Changing Views of Writing Assessment. D.P. Wolf, Assessment as an Episode of Learning. D.H. Gitomer, Performance Assessment and Educational Measurement. C.A. Dwyer, Innovation and Reform: Examples from Teacher Assessment. T.W. Hartle, P.A. Battaglia, The Federal Role in Standardized Testing. S.P. Robinson, The Politics of Multiple-Choice Versus Free-Response Assessment.
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Citations
Cited by
The interplay of evidence and consequences in the validation of performance assessments
Messick, S. (1994) · Educational Researcher · doi:10.3102/0013189x023002013 · Cited by 1,315
A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment
Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002) · Applied Measurement in Education · doi:10.1207/s15324818ame1503_5 · Cited by 973
Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment
Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005) · Review of Educational Research · doi:10.3102/00346543075001027 · Cited by 917
AUTOMATED ESSAY SCORING WITH E‐RATER® V.2.0
Attali, Y., & Burstein, J. (2004) · ETS Research Report Series · doi:10.1002/j.2333-8504.2004.tb01972.x · Cited by 622
Grades and Test Scores: Accounting for Observed Differences
Willingham, W. W., Pollack, J. M., & Lewis, C. (2002) · Journal of Educational Measurement · doi:10.1111/j.1745-3984.2002.tb01133.x · Cited by 306
Metadata
- Venue
- Choice Reviews Online
- Publisher
- American Library Association
- Published
- 1993-10-01
- Volume
- 31
- Issue
- 02
- Pages
- 31-1065-31-1065
- ISSN
- 0009-4978 (ISSN-L)
- 1523-8253
- OpenAlex
- W594927093
- Cited by
- 158
- References
- 0
- Type
- book review
- Language
- en
- Open access
- closed
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- Construction versus choice in cognitive measurement: issues in constructed response, performance testing, and portfolio assessment. (1993). Choice Reviews Online. https://doi.org/10.5860/choice.31-1065
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
