Knowing What Students Know: The Science and Design of Educational Assessment

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Table of Contents
Front Matter R1-R16
Executive Summary 1-16
1 Rethinking the Foundations of Assessment 17-36
2 The Nature of Assessment and Reasoning from Evidence 37-56
INTRODUCTION 57-58
3 Advances in the Sciences of Thinking and Learning 59-110
4 Contributions of Measurement and Statistical Modeling to Assessment 111-174
INTRODUCTION 175-176
5 Implications of the New Foundations for Assessment Design 177-220
6 Assessment in Practice 221-260
7 Information Technologies: Opportunities for Advancing Educational Assessment 261-290
8 Implications and Recommendations for Research, Policy, and Practice 291-314
References 315-348
Appendix Biographical Sketches 349-354
Index 355-366

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FIGURE 4–17 Base rate probabilities for Method B. NOTE: Bars represent probabilities, summing to one for all possible values of a variable.

SOURCE: Mislevy (1996, p. 402). Reprinted by permission of National Council on Measurement in Education and by permission of author.

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