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<p>Notes on Contributors ix</p> <p>Foreword xix</p> <p>Acknowledgements xxi</p> <p>1 Introduction to Handbook 1<br /><i>André A. Rupp and Jacqueline P. Leighton</i></p> <p><b>Part I Frameworks 13</b></p> <p>2 The Role of Theories of Learning and Cognition in Assessment Design and Development 15<br /><i>Paul D. Nichols, Jennifer L. Kobrin, Emily Lai, and James Koepfler</i></p> <p>3 Principled Approaches to Assessment Design, Development, and Implementation 41<br /><i>Steve Ferrara, Emily Lai, Amy Reilly, and Paul D. Nichols</i></p> <p>4 Developing and Validating Cognitive Models in Assessment 75<br /><i>Madeleine Keehner, Joanna S. Gorin, Gary Feng, and Irvin R. Katz</i></p> <p>5 An Integrative Framework for Construct Validity 102<br /><i>Susan Embretson</i></p> <p>6 The Role of Cognitive Models in Automatic Item Generation 124<br /><i>Mark J. Gierl and Hollis Lai</i></p> <p>7 Social Models of Learning and Assessment 146<br /><i>William R. Penuel and Lorrie A. Shepard</i></p> <p>8 Socio?]emotional and Self?]management Variables in Learning and Assessment 174<br /><i>Patrick C. Kyllonen</i></p> <p>9 Understanding and Improving Accessibility for Special Populations 198<br /><i>Leanne R. Ketterlin?]Geller</i></p> <p>10 Automated Scoring with Validity in Mind 226<br /><i>Isaac I. Bejar, Robert J. Mislevy, and Mo Zhang</i></p> <p><b>Part II Methodologies 247</b></p> <p>11 Explanatory Item Response Models 249<br /><i>Paul De Boeck, Sun?]Joo Cho, and Mark Wilson</i></p> <p>12 Longitudinal Models for Repeated Measures Data 267<br /><i>Jeffrey R. Harring and Ari Houser</i></p> <p>13 Diagnostic Classification Models 297<br /><i>Laine Bradshaw</i></p> <p>14 Bayesian Networks 328<br /><i>José P. González?]Brenes, John T. Behrens, Robert J. Mislevy, Roy Levy,and Kristen E. DiCerbo</i></p> <p>15 The Rule Space and Attribute Hierarchy Methods 354<br /><i>Ying Cui, Mark J. Gierl, and Qi Guo</i></p> <p>16 Educational Data Mining and Learning Analytics 379<br /><i>Ryan S. Baker, Taylor Martin, and Lisa M. Rossi</i></p> <p><b>Part III Applications 397</b></p> <p>17 Large?]Scale Standards?]Based Assessments of Educational Achievement 399<br /><i>Kristen Huff, Zachary Warner, and Jason Schweid</i></p> <p>18 Educational Survey Assessments 427<br /><i>Andreas Oranje, Madeleine Keehner, Hilary Persky, Gabrielle Cayton?]Hodges, and Gary Feng</i></p> <p>19 Professional Certification and Licensure Examinations 446<br /><i>Richard M. Luecht</i></p> <p>20 The In?]Task Assessment Framework for Behavioral Data 472<br /><i>Deirdre Kerr, Jessica J. Andrews, and Robert J. Mislevy</i></p> <p>21 Digital Assessment Environments for Scientific Inquiry Practices 508<br /><i>Janice D. Gobert and Michael A. Sao Pedro</i></p> <p>22 Assessing and Supporting Hard?]to?]Measure Constructs in Video Games 535<br /><i>Valerie Shute and Lubin Wang</i></p> <p>23 Conversation?]Based Assessment 563<br /><i>G. Tanner Jackson and Diego Zapata?]Rivera</i></p> <p>24 Conclusion to Handbook 580<br /><i>Jacqueline P. Leighton and André A. Rupp</i></p> <p>Glossary 588</p> <p>Index 603</p>

<p><b>André A. Rupp</b> is Research Director at Educational Testing Service (ETS) in Princeton, NJ, where he works with teams that conduct comprehensive evaluation work for mature and emerging automated scoring systems. His research has focused on applications of principled assessment design frameworks in innovative assessment contexts as well as translating the statistical complexities of diagnostic measurement models into practical guidelines for applied specialists. Through dissemination and professional development efforts he is deeply dedicated to helping interdisciplinary teams navigate the complicated trade-offs between scientific, educational, political, and financial drivers of decision-making in order to help shape best methodological practices for evidentiary reasoning for complex assessment design and deployment lifecycles. He is co-author of <i>Diagnostic Measurement: Theory, Methods, and Applications</i> (2010).</p> <p><b>Jacqueline P. Leighton</b> is Professor and Chair of Educational Psychology at the University of Alberta, Canada. She is past Director of the University of Alberta's Centre for Research in Applied Measurement and Evaluation (CRAME). As a registered psychologist with the College of Alberta Psychologists, her research is focused on measuring the cognitive and socio-emotional processes underlying learning and assessment outcomes, including cognitive diagnostic assessment and feedback delivery and uptake. She has published in a variety of educational measurement journals and is past editor of <i>Educational Measurement: Issues and Practice</i>. She is co-author of <i>The Learning Sciences in Educational Assessment</i> (2011) and <i>Cognitive Diagnostic Assessment for Education: Theory and Applications</i> (2007) and co-editor of <i>The Nature of Reasoning</i> (2004).</p>

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