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Direct linkKetterlin-Geller, Leanne R.; Shivraj, Pooja; Basaraba, Deni; Yovanoff, Paul – Measurement: Interdisciplinary Research and Perspectives, 2019
Diagnostic assessments are intended to support teachers' instructional decision making by providing instructionally relevant information. In this article, we propose that using cognitive theories of learning to design diagnostic assessments can provide teachers with two diagnostic outcomes: (a) the location of a student's thinking within the…
Descriptors: Diagnostic Tests, Learning Theories, Test Construction, Learning Processes
Download full textKaliski, Pamela; Huff, Kristen; Barry, Carol – College Board, 2011
For educational achievement tests that employ multiple-choice (MC) items and aim to reliably classify students into performance categories, it is critical to design MC items that are capable of discriminating student performance according to the stated achievement levels. This is accomplished, in part, by clearly understanding how item design…
Descriptors: Alignment (Education), Academic Achievement, Expertise, Evaluative Thinking
