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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Pellegrino, J.W., Baxter, G.P., and Glaser, R. (1999). Addressing the “two disciplines” problem: Linking theories of cognition and learning with assessment and instructional practice. In A. Iran-Nejad and P.D.Pearson (Eds.), Review of research in education (Volume 24). (pp. 307–353). Washington, DC: American Educational Research Association. Plake, B.S., and Impara, J.C. (1997). Teacher assessment literacy: What do teachers know about assessment. In G.Phye (Ed.), Handbook of classroom assessment (pp. 53–68). San Diego: Academic Press. Snow, R.E., and Lohman, D.F. (1993). Implications of cognitive psychology for educational measurement. In R.L.Linn (Ed.), Educational measurement (3rd Edition) (pp. 263–330). Phoenix, AZ: Onyx Press. Stigler, J.W., and Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press. Stokes, D.E. (1997). Pasteur’s quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution Press. Wilson, M., and Adams, R.J. (1996). Evaluating progress with alternative assessments: A model for chapter 1. In M.B.Kane (Ed.), Implementing performance assessment: Promise, problems, and challenges. Hillsdale, NJ: Erlbaum.
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