Chapter
Chapter 2 The Role of Theories of Learning and Cognition in Assessment Design and Development
A Brief History of Evaluation Criteria for Theories of Learning and Cognition
Principled Assessment Design as an Evaluative Lens for Theories of Learning and Cognition
Principled Assessment Design Evaluation Criteria for Theories of Learning and Cognition
Interface of Evaluation Criteria with Validity
Chapter 3 Principled Approaches to Assessment Design, Development, and Implementation
Motivations for Principled Approaches
Overviews of Principled Approaches
Elements of Principled Approaches
Use of the Elements in Principled Approaches
Chapter 4 Developing and Validating Cognitive Models in Assessment
Definition of Cognitive Models
Model Development and Validation Methods
Offline Evidence: Methods and Approaches
Chapter 5 An Integrative Framework for Construct Validity
Unified Framework for Construct Validity
Example: Test Form Development with Generated Items
Chapter 6 The Role of Cognitive Models in Automatic Item Generation
The Relentless Demand for Test Items
Automatic Item Generation: A Three‐Step Method
Identifying Content for Item Generation Using Cognitive Modeling
Evaluating the Cognitive Models Used in Automatic Item Generation
Summary and Directions for Future Research
Chapter 7 Social Models of Learning and Assessment
Defining “Social” Models of Learning
Examples of Assessment Informed by Social Models of Learning
Example 1: Carbon: Transformations in Matter and Energy (Carbon TIME)
Example 2: Contingent Pedagogies
Comparing the Examples: Key Sources of Variation
Looking to the Future: Additional Considerations for Assessment from a Sociocultural Perspective
Chapter 8 Socio-emotional and Self-management Variables in Learning and Assessment
Importance of Social, Emotional, and Self‐Management Variables in School and in Life: Correlational Studies
A Social, Emotional, and Self‐Management Framework
Role of Socio‐Emotional, Attitudinal, and Self‐Management Variables on Summative and Formative Test Scores
Assessing Socio-Emotional, Attitudinal, and Self-Management Variables
Conclusions and Future Directions
Chapter 9 Understanding and Improving Accessibility for Special Populations
Accessibility of Educational Assessments
Cognitive Models of Learning and Performance
Putting It All Together: Assessing Accessibility for Individual Students
Chapter 10 Automated Scoring with Validity in Mind
An Overview of Automated Scoring Applications
Automated Scoring with Validity in Mind
Design Decisions in Automated Scoring
Chapter 11 Explanatory Item Response Models
Explanatory Item Response Models: An Approach to Cognitive Assessment
EIRM Framework and Modeling Principles
Data Set and Research Questions
Software and Model Specification
Example 1: Test Construction and Item Generation
Example 2: Diagnostic Assessment
Example 3: Correction for Confounding
Chapter 12 Longitudinal Models for Repeated Measures Data
Reading Comprehension Data
Latent Growth Curve Models
Chapter 13 Diagnostic Classification Models
Technical Foundations for DCMs
Evaluating Cognitive Theories through DCM Criticism and Refinement
Design Considerations for Diagnostic Assessments
Chapter 14 Bayesian Networks
Evidentiary Motivations and Logical Bases
Statistical Definition and Estimation
Understanding Models and Results across Communities
Chapter 15 The Rule Space and Attribute Hierarchy Methods
Test Design with the RSM and the AHM
Statistical Pattern Classifications with the RSM and the AHM
Demonstration of RSM and AHM Using a Real Data Example
Summary and Future Directions
Chapter 16 Educational Data Mining and Learning Analytics
Emerging Complex Assessment and Learning Environments
Case Studies in Assessment of Cognition via EDM
Chapter 17 Large-Scale Standards-Based Assessments of Educational Achievement
Challenges of Using Cognitive Models for Large-Scale Assessments
Examples of Best Practices from Current Testing Programs
Conclusions and Recommendations
Chapter 18 Educational Survey Assessments
Building Cognitive Models
The Role of Cognitively-based Assessment in ESAs
Definition and Guiding Examples
Three Methodological Perspectives
Summary, Trends and Upcoming Development
Chapter 19 Professional Certification and Licensure Examinations
Overview of Certification and Licensure
Assessment Frameworks for Certification and Licensure
Meeting Practical Certification and Licensure Assessment Challenges
Chapter 20 The In-Task Assessment Framework for Behavioral Data
In-task Assessment Framework
Example I-TAF Instantiations
Leveraging the I-TAF Framework to Instantiate ECD Models
Chapter 21 Digital Assessment Environments for Scientific Inquiry Practices
Foundations for the Design of the Inq-ITS System
Case Studies with Think‐Aloud Components
Chapter 22 Assessing and Supporting Hard-to-Measure Constructs in Video Games
Hard-to-measure Constructs and Why They are Hard to Measure
Well-designed Games as Vehicles for Assessing and Supporting These Constructs
Evidence-centered Design and Stealth Assessment in Well-designed Games
Examples of Stealth Assessments of Hard-to-Measure Constructs in Two Games
Validation of In‐Game Measures
Chapter 23 Conversation-Based Assessment
Performance-Based and Conversation-Based Assessments
An Augmented Taxonomy for Assessment Tasks
An Illustration of Conversation-Based Assessments
Chapter 24 Conclusion to Handbook
Starting Points for Reflection
Challenges for Cognition and Assessment
The Wiley Handbook of Cognition and Assessment
：Frameworks, Methodologies, and Applications
( Wiley Handbooks in Education )
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