ABSTRACT
This part conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters. The part focuses on the assessment of complex thinking and the use of studies of response processes that to provide validity evidence for score meaning in light of the next generation of standards in mathematics, science, and English language arts. It discusses threats to the validity of score meaning in automated scoring of writing with respect to construct representation and construct-irrelevant response processes. The part focuses on how examinee response processes contribute to the validity argument and analyses for instructionally supportive assessments. It discusses a conceptual framework for evaluating response processes in the assessment of academic content of non-native speakers. The part provides a systematic framework for examining and delineating response processes in defining the assessment construct, developing assessment design procedures, and piloting assessments in multilingual assessment contexts. It discusses the use of curriculum-based assessments in response-to-intervention systems for student with disabilities.
