Construction Versus Choice in Cognitive

This book brings together psychometric, cognitive science, policy, and content domain perspectives on new approaches to educational assessment -- in particular, constructed response, performance testing, and portfolio assessment. These new assessment approaches -- a full range of alternatives to traditional multiple-choice tests -- are useful in all types of large-scale testing programs, including educational admissions, school accountability, and placement. This book's multi-disciplinary perspective identifies the potential advantages and pitfalls of these new assessment forms, as well as the critical research questions that must be addressed if these assessment methods are to benefit education.

Preface	p. ix
On the Meanings of Constructed Response	p. 1
Conclusion	p. 21
Acknowledgments	p. 24
References	p. 25
On the Equivalence of the Traits Assessed by Multiple-Choice and Constructed-Response Tests	p. 29
Conclusion	p. 38
Acknowledgment	p. 43
References	p. 43
Construct Validity and Constructed-Response Tests	p. 45
Summary and Conclusions	p. 58
References	p. 59
Trait Equivalence as Construct Validity of Score Interpretation Across Multiple Methods of Measurement	p. 61
References	p. 72
A Framework for Studying Differences Between Multiple-Choice and Free-Response Test Items	p. 75
References	p. 104
Item Construction and Psychometric Models Appropriate for Constructed Responses	p. 107
References	p. 131
Constructed Response and Differential Item Functioning: A Pragmatic Approach	p. 135
References	p. 162
Item Formats for Assessment in Mathematics	p. 167
Summary	p. 181
References	p. 182
The Place of Portfolios in Our Changing Views of Writing Assessment	p. 183
References	p. 209
Assessment as an Episode of Learning	p. 213
Conclusion	p. 236
References	p. 238
Acknowledgments	p. 238
Performance Assessment and Educational Measurement	p. 241
Conclusions	p. 259
References	p. 261
Acknowledgments	p. 261
Innovation and Reform: Examples from Teacher Assessment	p. 265
References	p. 288
Conclusions	p. 288
The Federal Role in Standardized Testing	p. 291
Conclusion	p. 307
References	p. 310
The Politics of Multiple-Choice Versus Free-Response Assessment	p. 313
Conclusion	p. 322
References	p. 322
Author Index	p. 325
Subject Index	p. 331
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Construction Versus Choice in Cognitive Measurement

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