Neuware - This state-of-the-art resource brings together the most innovative scholars and thinkers in the field of testing to capture the changing conceptual, methodological, and applied landscape of cognitively-grounded educational assessments.\* Offers a methodologically-rigorous review of cognitive and learning sciences models for testing purposes, as well as the latest statistical and technological know-how for designing, scoring, and interpreting results\* Written by an international team of contributors at the cutting-edge of cognitive psychology and educational measurement under the editorship of a research director at the Educational Testing Service and an esteemed professor of educational psychology at the University of Alberta as well as supported by an expert advisory board\* Covers conceptual frameworks, modern methodologies, and applied topics, in a style and at a level of technical detail that will appeal to a wide range of readers from both applied and scientific backgrounds\* Considers emerging topics in cognitively-grounded assessment, including applications of emerging socio-cognitive models, cognitive models for human and automated scoring, and various innovative virtual performance assessments.

Bestandsnummer des Verk�ufers 9781118956571

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Titel: The Wiley Handbook of Cognition and Assessment : Frameworks, Methodologies, and Applications
Verlag: Wiley Jun 2019
Ver�ffentlichungsdatum: 2019
Sprache: Englisch
ISBN-10: 1118956575
ISBN-13: 9781118956571
Bindung: Buch
Zustand: Neu

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This state-of-the-art resource brings together the most innovative scholars and thinkers in the field of testing to capture the changing conceptual, methodological, and applied landscape of cognitively-grounded educational assessments.

Offers a methodologically-rigorous review of cognitive and learning sciences models for testing purposes, as well as the latest statistical and technological know-how for designing, scoring, and interpreting results
Written by an international team of contributors at the cutting-edge of cognitive psychology and educational measurement under the editorship of a research director at the Educational Testing Service and an esteemed professor of educational psychology at the University of Alberta as well as supported by an expert advisory board
Covers conceptual frameworks, modern methodologies, and applied topics, in a style and at a level of technical detail that will appeal to a wide range of readers from both applied and scientific backgrounds
Considers emerging topics in cognitively-grounded assessment, including applications of emerging socio-cognitive models, cognitive models for human and automated scoring, and various innovative virtual performance assessments

�ber die Autorin bzw. den Autor

Andr� A. Rupp is Research Director at Educational Testing Service (ETS) in Princeton, NJ, where he works with teams that conduct comprehensive evaluation work for mature and emerging automated scoring systems. His research has focused on applications of principled assessment design frameworks in innovative assessment contexts as well as translating the statistical complexities of diagnostic measurement models into practical guidelines for applied specialists. Through dissemination and professional development efforts he is deeply dedicated to helping interdisciplinary teams navigate the complicated trade-offs between scientific, educational, political, and financial drivers of decision-making in order to help shape best methodological practices for evidentiary reasoning for complex assessment design and deployment lifecycles. He is co-author of Diagnostic Measurement: Theory, Methods, and Applications (2010).

Jacqueline P. Leighton is Professor and Chair of Educational Psychology at the University of Alberta, Canada. She is past Director of the University of Alberta's Centre for Research in Applied Measurement and Evaluation (CRAME). As a registered psychologist with the College of Alberta Psychologists, her research is focused on measuring the cognitive and socio-emotional processes underlying learning and assessment outcomes, including cognitive diagnostic assessment and feedback delivery and uptake. She has published in a variety of educational measurement journals and is past editor of Educational Measurement: Issues and Practice. She is co-author of The Learning Sciences in Educational Assessment (2011) and Cognitive Diagnostic Assessment for Education: Theory and Applications (2007) and co-editor of The Nature of Reasoning (2004).

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