Despite developments in research and practice on using examinee response process data in assessment design, the use of such data in test validation is rare. Validation of Score Meaning in the Next Generation of Assessments Using Response Processes highlights the importance of validity evidence based on response processes and provides guidance to measurement researchers and practitioners in creating and using such evidence as a regular part of the assessment validation process. Response processes refer to approaches and behaviors of examinees when they interpret assessment situations and formulate and generate solutions as revealed through verbalizations, eye movements, response times, or computer clicks. Such response process data can provide information about the extent to which items and tasks engage examinees in the intended ways.

With contributions from the top researchers in the field of assessment, this volume includes chapters that focus on methodological issues and on applications across multiple contexts of assessment interpretation and use. In Part I of this book, contributors discuss the framing of validity as an evidence-based argument for the interpretation of the meaning of test scores, the specifics of different methods of response process data collection and analysis, and the use of response process data relative to issues of validation as highlighted in the joint standards on testing. In Part II, chapter authors offer examples that illustrate the use of response process data in assessment validation. These cases are provided specifically to address issues related to the analysis and interpretation of performance on assessments of complex cognition, assessments designed to inform classroom learning and instruction, and assessments intended for students with varying cultural and linguistic backgrounds.

The Open Access version of this book, available at https://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Size: 1.21 MB

part I|51 pages

Conceptual and Methodological Issues Associated with Using Examinee Response Process Data to Validate Score Meaning

chapter 2|14 pages

Validating Score Interpretations Based on Response Processes

ByMichael Kane, Robert Mislevy
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chapter 4|13 pages

Collecting, Analyzing, and Interpreting Response Time, Eye-Tracking, and Log Data

ByAndreas Oranje, Joanna Gorin, Yue Jia, Deirdre Kerr
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chapter 5|8 pages

Commentary I

Validation of Score Meaning in the Next Generation of Assessments
ByLauress L. Wise
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part II|84 pages

Using Examinee Response Process Data to Validate Score Meaning

chapter 6|12 pages

Assessments of Complex Thinking

ByPaul Nichols, Kristen Huff
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chapter 7|10 pages

Threats to Score Meaning in Automated Scoring

ByIsaac I. Bejar
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chapter 8|15 pages

The Contribution of Student Response Processes to Validity Analyses for Instructionally Supportive Assessments

ByLouis V. DiBello, James W. Pellegrino, Brian D. Gane, Susan R. Goldman
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chapter 9|13 pages

Score Processes in Assessing Academic Content of Non-Native Speakers

Literature Review and ONPAR Summary
ByRebecca J. Kopriva, Laura Wright
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chapter 10|14 pages

Assessment of Students with Learning Disabilities

Using Students' Performance and Progress to Inform Instruction
ByGerald Tindal, Julie Alonzo, Leilani Sáez, Joseph F. T. Nese
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chapter 11|11 pages

Validation of Score Meaning in Multiple Language Versions of Tests

ByGuillermo Solano-Flores, Magda Chía
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chapter 12|7 pages

Commentary II

The Value of Response Process Studies to Evaluate Score Meaning
BySuzanne Lane
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