CIRCA: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) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, creating schemas for operational elements such as tasks and measurement models, implementing the assessment, and carrying out the operational processes. We argue that this framework helps designers take advantage of developments from measurement, technology, cognitive psychology, and learning in the domains. Examples of ECD tools and applications are drawn from the Principled Assessment Design for Inquiry (PADI) project. Attention is given to implications for large-scale tests such as state accountability measures, with a special eye for computer-based simulation tasks.” (pg. 6)

The layers of ECD described are: domain analysis, domain modelingm conceptual assessment framework, assessment implementation, and assessment delivery. Though Mislevy and Haertel acknowledge ECD resembles pre-existing methods, they argue the strength of ECD helps us understand what we are doing on a more fundamental level. ECD provides “a principled framework to work through accommodation and universal design, at the level of the validity argument as well as delivery issues.” (pg. 18)

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