Search results for author:"Robert J. Mislevy"
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Research Papers in Education Vol. 25, No. 3 (September 2010) pp. 253–270
An educational assessment embodies an argument from a handful of observations of what students say, do or make in a handful of particular circumstances, to what they know or can do in what kinds of situations more broadly. This article discusses...
International Journal of Testing Vol. 4, No. 4 (Dec 01, 2004) pp. 333–369
The challenges of modeling students' performance in computer-based interactive assessments include accounting for multiple aspects of knowledge and skill that arise in different situations and the conditional dependencies among multiple aspects of...
Applied Psychological Measurement Vol. 23, No. 3 (1999) pp. 223–37
Considers computerized adaptive testing from the perspective of graphical modeling (GM). GM provides methods for making inferences about multifaceted skills and knowledge and for extracting data from complex performances. Provides examples from...
Educational Measurement: Issues and Practice Vol. 25, No. 4 (2006) pp. 6–20
Evidence-centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article...
Applied Psychological Measurement Vol. 13, No. 1 (1989) pp. 57–75
The theoretical approaches taken by the LOGIST and BILOG computer programs for estimating the parameters of the three-parameter logistic item response model, and their practical consequences, are compared. Guidelines for choosing between the...
This paper reviews the basic elements of the EM approach to estimating item parameters and illustrates its use with one simulated and one real data set. In order to illustrate the use of the BILOG computer program, runs for 1-, 2-, and 3-parameter...
Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors
Journal of Science Education and Technology Vol. 19, No. 2 (April 2010) pp. 105–114
Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment...
Applied Measurement in Education Vol. 15, No. 4 (2002) pp. 363–89
Presents a design framework that incorporates integrated structures for modeling knowledge and skills, designing tasks, and extracting and synthesizing evidence. Illustrates these ideas in the context of a project that assesses problem solving in...
Annual Meeting of the American Educational Research Association 2003 (2003)
In computer-based simulations meant to support learning, students must bring a wide range of relevant knowledge, skills, and abilities to bear jointly as they solve meaningful problems in a learning domain. To function efficiently as an assessment,...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1495–1502
This paper describes how simulation-based training and assessment systems can be created using Evidence-Centered Design (ECD). Traditionally it has been difficult to embed valid assessment and feedback within complex simulations. ECD enables one to...
Introduction to Evidence Centered Design and Lessons Learned from Its Application in a Global E-Learning Program
International Journal of Testing Vol. 4, No. 4 (Dec 01, 2004) pp. 295–301
This article introduces the assessment and deployment contexts of the Networking Performance Skill System (NetPASS) project and the articles in this section that report on findings from this endeavor. First, the educational context of the Cisco...
David M. Williamson; Malcolm Bauer; Linda S. Steinberg; Robert J. Mislevy; John T. Behrens; Sarah F. DeMark
International Journal of Testing Vol. 4, No. 4 (Dec 01, 2004) pp. 303–332
In computer-based interactive environments meant to support learning, students must bring a wide range of relevant knowledge, skills, and abilities to bear jointly as they solve meaningful problems in a learning domain. To function effectively as an ...
Robert J. Mislevy; John T. Behrens; Randy E. Bennett; Sarah F. Demark; Dennis C. Frezzo; Roy Levy; Daniel H. Robinson; Daisy Wise Rutstein; Valerie J. Shute; Ken Stanley; Fielding I. Winters
Journal of Technology, Learning, and Assessment Vol. 8, No. 2 (January 2010)
People use external knowledge representations (KRs) to identify, depict, transform, store, share, and archive information. Learning how to work with KRs is central to be-coming proficient in virtually every discipline. As such, KRs play central...