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Download full textMislevy, Robert J.; Steinberg, Linda S.; Almond, Russell G. – 1999
Tasks are the most visible element in an educational assessment. Their purpose, however, is to provide evidence about targets of inference that cannot be directly seen at all: what examinees know and can do, more broadly conceived than can be observed in the context of any particular set of tasks. This paper concerns issues in an assessment design…
Descriptors: Educational Assessment, Evaluation Methods, Higher Education, Models
Peer reviewedBennett, Randy Elliot; And Others – Applied Psychological Measurement, 1991
Convergent validity of expert-systems scores for 4 complex constructed-response mathematical formats was assessed for 249 examinees from the Graduate Record Examinations (GRE) General Test in June 1989. The hypothesized five-factor model fit the data well, but an alternative with two dimensions (GRE-quantitative and constructed-response)…
Descriptors: College Entrance Examinations, Constructed Response, Educational Assessment, Expert Systems
