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ERIC Number: EJ1003750
Record Type: Journal
Publication Date: 2013
Pages: 25
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1062-7197
Construct Definition Using Cognitively Based Evidence: A Framework for Practice
Ketterlin-Geller, Leanne R.; Yovanoff, Paul; Jung, EunJu; Liu, Kimy; Geller, Josh
Educational Assessment, v18 n2 p122-146 2013
In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply this framework to an example case for division of fractions. Methods used to evaluate the example case included task analysis of the mathematical proof for the invert and multiply algorithm, interviews with content and pedagogical experts, verbal protocols, and item analyses based on pilot test data. The proposed framework, however, is intended to be generalized to other constructs. (Contains 7 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 5; Grade 6; Grade 7; Intermediate Grades; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Idaho; Massachusetts; Missouri; Oregon; Washington