Sociocognitive Foundations of Educational Measurement

Several key developments challenge the field of educational measurement today: demands for tests at larger scales with higher stakes, an improved understanding of how people develop capabilities, and new technologies for interactive digital assessments. Sociocognitive Foundations of Educational Measurement integrates new developments in educational measurement and educational psychology in order to provide researchers, testing professionals, and students with an innovative sociocognitive perspective on assessment. This comprehensive volume begins with a broad explanation of the sociocognitive perspective and the foundations of assessment, then provides a series of focused applications to major topics such as assessment arguments, validity, fairness, interactive assessment, and a conception of "measurement" in educational assessment. Classical test theory, item response theory, categorical models, mixture models, cognitive diagnosis models, and Bayesian networks are explored from the resulting perspective. Ideal for specialists in these areas, graduate students, developers, and scholars in both educational measurement and fields that contribute to a sociocognitive perspective, this book consolidates nearly a decade of research into a fresh perspective on educational measurement.

Preface; Acknowledgments 1. Where We Are Going, and Why, and How 2. A Sociocognitive Perspective 3. The Structure of Assessment Arguments 4. A Sociocognitive Perspective on Design/Interpretation Arguments 5. A Sociocognitive Perspective on Assessment Use Arguments 6. Meaning in Measurement Models 7. Probability-Based Reasoning in Measurement Models 8. Measurement Concepts 9. A Conditional Sense of Fairness 10. Measurement Models and Fairness 11. Item Response Theory I: Item-Level Models 12. Item Response Theory II: Sociocognitive Perspectives 13. Item Response Theory III: Measurement 14. Generalizability Theory 15. Cognitive Diagnosis Models 16. Simulation-Based Assessment 17. Our Story So Far

Robert J. Mislevy is Frederic M. Lord Chair in Measurement and Statistics at Educational Testing Service. He is Professor Emeritus of Measurement, Statistics, and Evaluation with affiliations in Second Language Acquisition and Survey Methods at the University of Maryland, College Park, USA.