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ERIC Number: EJ1255530
Record Type: Journal
Publication Date: 2020
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0655
EISSN: N/A
Integrating Multiple Sources of Validity Evidence for an Assessment-Based Cognitive Model
Langenfeld, Thomas; Thomas, Jay; Zhu, Rongchun; Morris, Carrie A.
Journal of Educational Measurement, v57 n2 p159-184 Sum 2020
An assessment of graphic literacy was developed by articulating and subsequently validating a skills-based cognitive model intended to substantiate the plausibility of score interpretations. Model validation involved use of multiple sources of evidence derived from large-scale field testing and cognitive labs studies. Data from large-scale field testing were evaluated using traditional psychometric methods. The psychometric analyses were augmented using eye tracking technology to perform gaze pattern and pupillometry analyses to gain better understanding of problem-solving strategies and cognitive load. Findings from the data sources were integrated to provide strong evidence supporting the model and score interpretations. Implications for using gaze pattern and pupillometry analyses to enhance learning and assessment are discussed.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A