Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D.
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Implications of Evidence-Centered Design for Educational Testing
Mislevy, R. J. and Haertel, G. D. (2006), Implications of Evidence-Centered Design for Educational Testing. Educational Measurement: Issues and Practice, 25: 6???20. Retrieved from:http://www.acofi.edu.co/documentos/7.Evidencias_Implications_of_Evidence_Centered_Design_for_Educational_Testing.pdf
Abstract: ???Evidence-centered assessment design (ECD) provideslanguage, concepts, and knowledge representations for designing anddelivering educational assessments, all organized around theevidentiary argument an assessment is meant to embody. Thisarticledescribes ECD in terms of layers for analyzing domains, laying outarguments, creating schemas for operational elements such as tasksand measurement models, implementing the assessment, and carryingout the operational processes. We argue that this framework helpsdesigners take advantage of developments from measurement,technology, cognitive psychology, and learning in the domains.Examples of ECDtools and applications are drawn from the PrincipledAssessment Design for Inquiry (PADI) project. Attention is given toimplications for large-scale tests such as state accountabilitymeasures, with a special eye for computer-based simulationtasks.??? (pg. 6)
The layers of ECD described are: domain analysis, domainmodelingm conceptual assessment framework, assessmentimplementation, and assessment delivery. Though Mislevy and Haertelacknowledge ECD resembles pre-existing methods, they argue thestrength of ECD helps us understand what we are doing on a morefundamental level. ECD provides ???a principled framework to workthrough accommodation and universal design, at the level of thevalidity argument as well as delivery issues.??? (pg. 18)
