Our assignments will be organized in terms of the layer of evidence-centered design called the Conceptual Assessment Framework, or CAF. The purpose of this questions is to nail down some important terms and relationships we will use throughout the course. Short paragraphs suffice; a satisfactory answer for this entire assignment will be about two pages long, give or take.

1. The basic models of ECD "conceptual assessment framework" are the Student Model (SM), the Evidence Model (EM), and the Task Model (TM). In which of these models are variables that concern characteristics of the situations in which students say, do, or make things? In which are variables that concern characteristics of the students? In which are variables that concern characteristics of the particular things students say, do, or make?

2. Compared to the models of the CAF, a Toulmin diagram gives a more narrative, less technical picture of the structure of an assessment argument. When we think of the (a) student model variables, (b) observable variables, and (c) task model variables, to which elements in a Toulmin diagram for an assessment argument do they correspond?

3. What are the two submodels of the Evidence Model? How do their roles differ from one another?

4. How are the SM and the EM related to each other?

5. How are the EM and the TM related to each other?

6. How are the SM and the TM related to each other?