Reading List
EDMS 738, Fall 2007:
Foundations of Assessment
Prof. Robert J. Mislevy
*Almond, R.G., Steinberg, L.S., & Mislevy, R.J. (2002). Enhancing the design and delivery of assessment systems: A four-process architecture. Journal of Technology, Learning, and Assessment, 1(5) [online journal]. http://www.bc.edu/research/intasc/jtla/journal/v1n5.shtml
.**Baxter, G. P., Elder, A. D., & Glaser, R., (1996). Knowledge-based cognition and performance assessment in the science classroom. Educational Psychologist, 31 (2), 133-140.
**Bejar, I.I., Mislevy, R.J., & Williamson, D.M. (2006). Human scoring. In I.I.Bejar, R.J. Mislevy, & D.M. Williamson (Eds.), Automated scoring of complex tasks in computer-based testing. Mahwah, NJ: Erlbaum.
**Clauser, B.E., Ross, L.P., Clyman, S.G., Rose, K.M., Margolis, M.J., Nungester, R.J., Piemme, T.E., Chang, L., El-Bayoumi, G., Malakoff, G.L., & Pincetl, P.S. (1997). Development of a scoring algorithm to replace expert rating for scoring a complex performance-based assessment. Applied Measurement in Education, 10, 345-358.
**Embretson, S.E. (1998). A cognitive design system approach to generating valid tests: Application to abstract reasoning. Psychological Methods, 3, 380-396.
**Hively, W., Patterson, H.L., & Page, S.H. (1968). A "universe-defined" system of arithmetic achievement tests. Journal of Educational Measurement, 5, 275-290.
**Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13-23.
*Mislevy, R.J. (1994). Evidence and inference in educational assessment. Psychometrika, 59, 439-483. Online version available as CSE Technical Report 414. Los Angeles, CA: Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA. http://www.cse.ucla.edu/products/Reports/TECH414.pdf
*Mislevy, R.J. (2003). Substance and structure in assessment arguments. Law, Probability, and Risk, 2, 237-258. http://www.education.umd.edu/EDMS/mislevy/papers/Argument.pdf
*Mislevy, R.J., Almond, R.G., & Lukas, J.F. (2004). A brief introduction to evidence-centered design. CSE Technical Report 632. Los Angeles, CA: Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA. http://www.cse.ucla.edu/products/reports/r632.pdf
*Mislevy, R.J., Steinberg, L.S., Almond, R.G., Haertel, G.D., & Penuel, W.R. (2003). Leverage points for improving educational assessment. In B. Means & G.D. Haertel, Designs for evaluating the effects of technology in education (pp. 149–180). New York: Teachers College Press. Online version available as CSE Technical Report 534. Los Angeles, CA: Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA. http://www.cse.ucla.edu/products/Reports/newTR534.pdf
*Mislevy, R.J., Steinberg, L.S., & Almond, R.A. (2002). Design and analysis in task-based language assessment [TBLA]. Language Assessment, 19, 477-496. Online version available as CSE Technical Report 579. Los Angeles, CA: Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA. http://www.cse.ucla.edu/products/Reports/TR579.pdf
*Mislevy, R.J., Steinberg, L.S., & Almond, R.A. (2003). On the structure of educational assessments [OSEA]. Measurement: Interdisciplinary Research and Perspectives, 1, 3-66. Online version available as CSE Technical Report 597. Los Angeles, CA: Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA. http://www.cse.ucla.edu/products/Reports/TR597.pdf
*Mislevy, R.J., Steinberg, L.S., Breyer, F.J., Almond, R.G., & Johnson, L. (1999). A cognitive task analysis, with implications for designing a simulation-based assessment system. Computers and Human Behavior, 15, 335-374. Online version available as CSE Technical Report 487. Los Angeles, CA: Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA. http://www.cse.ucla.edu/products/Reports/TECH487.pdf
*Mislevy, R.J., Steinberg, L.S., Breyer, F.J., Almond, R.G., & Johnson, L. (2002). Making sense of data from complex assessments. Applied Measurement in Education, 15, 363-378. Online version available as http://www.education.umd.edu/EDMS/mislevy/papers/MakingSense.pdf
*Mislevy, R.J., Wilson, M.R., Ercikan, K., & Chudowsky, N. (2003). Psychometric principles in student assessment. In T. Kellaghan & D. Stufflebeam (Eds.), International Handbook of Educational Evaluation (pp. 489-531). Dordrecht, the Netherlands: Kluwer Academic Press. Online version available as CSE Technical Report 583. Los Angeles, CA: Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA. http://www.cse.ucla.edu/products/Reports/TR583.pdf
*Myford, C.M., & Mislevy, R.J. (1996). Monitoring and improving a portfolio assessment system. CSE Technical Report 402. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). http://www.cse.ucla.edu/products/Reports/TECH402.pdf
*National Research Council (2002). Advances in the sciences of thinking and learning. Chapter 3 in Knowing what students know (pp. 59-110). J. Pellegrino, N. Chudowsky, & R. Glaser (Eds.). Washington, D.C.: National Academy Press. Online version available at http://www.nap.edu/books/0309072727/html/
* indicates reading is available online to the public at large.
**indicates password protected reading, available to registered EDMS 738 students only