Construction Versus Choice in Cognitive Measurement: Issues in Constructed Response, Performance Testing, and Portfolio Assessment

By Randy Elliot Bennett; William C. Ward | Go to book overview

SUBJECT INDEX
2-by-2-by-M contingency table, 144
Ability
assessment of, 55-56, 246
levels, 138-139
tests, 57
Academic-learning time, 70-71

construct underrepresentation and, 71-72

Accountability, 12-14, 187, 259, 317, 322 licensing of beginning teachers and, 281 writing portfolio programs and, 200, 203
Adjacency matrix, 113
Administrative Careers With America (ACWA) exam, 294-295
Admissions postsecondary, 10-11
Advanced Placement (AP) test, 17, 20-21, 169, 170

cost for scoring, 170

Aptitude-treatment interaction (ATI) experiments, 49, 53, 55
Argument structure, Toulmin's model of, 250
Armed Forces Qualification Test (AFQT), 296-297
Armed Services Vocational Aptitude Battery (ASVAB), 296-297
Army Alpha exam, 295-296
Army General Classification Test (AGCT), 296
Arts PROPEL writing portfolio
evaluation of, 204-205
initial purpose of, 203
six components of, 203-204
Assessment, see also Performance assessment
authentic, 2, 4, 5, 15-17, 23, 24, 190, 268-269, 269-272
of cognitive knowledge structures, 56-57
as an episode of learning, 213-238
and student ability, 221-223
examples from the arts and humanities, 217-221
implications for large scale, 229-236
issue of cost for, 189
limited-response, 319, 322
in mathematics, item formats for, 167-182
performance, 2, 4, 5, 309
and authentic, 190
educational measurement and, 241-261
politics of
interested parties, 315-317
reform by comparison, 317-319

-331-

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