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ERIC Number: EJ900720
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0895-7347
The Promises and Challenges of Implementing Evidence-Centered Design in Large-Scale Assessment
Huff, Kristen; Steinberg, Linda; Matts, Thomas
Applied Measurement in Education, v23 n4 p310-324 2010
The cornerstone of evidence-centered assessment design (ECD) is an evidentiary argument that requires that each target of measurement (e.g., learning goal) for an assessment be expressed as a "claim" to be made about an examinee that is relevant to the specific purpose and audience(s) for the assessment. The "observable evidence" required to warrant each claim is also articulated. In turn, the claims and evidence shape the design of assessment opportunities for students to demonstrate what they have learned, whether that opportunity is a classroom activity or a multiple-choice item on a high-stakes assessment. Once identified, the characteristics of these assessment opportunities are referred to as "task models", each capable of generating multiple assessment tasks. Taken together, the claims, evidence, and task models constitute the evidentiary argument. The benefits and challenges of implementing ECD in the Advanced Placement Program are addressed. (Contains 2 figures and 2 footnotes.)
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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A