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Knowing What Students Know: The Science and Design of Educational Assessment (2001)
Board on Testing and Assessment (BOTA)

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Knowing What Students Know: The Science and Design of Eduacational Assessment

Dwyer, C.A. (1998). Assessment and classroom learning: Theory and practice. Assessment in Education, 5(1), 131–137.


Edelson, D.C., Gordon, D.N., and Pea, R.D. (1999). Designing scientific investigation environments for learners: Lessons from experiences with scientific visualization. Journal of the Learning Sciences, 8(3/4), 391–450.

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Glaser, R., Linn, R., and Bohrnstedt, G. (1997). Assessment in transition: Monitoring the nation’s educational progress. New York: National Academy of Education.

Glaser, R., and Silver, E. (1994). Assessment, testing, and instruction: Retrospect and prospect. In L.Darling-Hammond (Ed.), Review of research in education (Volume 20). (pp. 393–419). Washington, DC: American Educational Research Association.


Klein, S.P., Hamilton, L.S., McCaffrey, D.F., and Stecher, B.M. (2000). What do test scores in Texas tell us? Santa Monica, CA: RAND.

Koretz, D.M., and Barron, S.I. (1998). The validity of gains in scores on the Kentucky Instructional Results Information System (KIRIS). Santa Monica, CA: RAND.


Lemann, N. (1999). The big test: The secret history of the American meritocracy. New York: Farrar, Straus, and Giroux.

Lindquist, E.F. (1951). Preliminary considerations in objective test construction. In E.F.Lindquist (Ed.), Educational measurement (pp. 119–184). Washington, DC: American Council on Education.

Linn, R. (2000). Assessments and accountability. Educational Researcher, 29(2), 4–16.

Linn, R.L., Baker, E.L., and Dunbar, S.B. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 20(8), 15–21.


Mehrens, W.A. (1998). Consequences of assessment: What is the evidence? Educational Policy Analysis Archives, 6(13). <http://epaa.asu.edu/epaa/v6n13.html>. [March 28, 2000].

Messick, S. (1984). The psychology of educational measurement. Journal of Educational Measurement, 21(3), 215–237.

Mislevy, R.J. (1993). Foundations of a new test theory. In N.Frederiksen, R.J.Mislevy, and I.I.Bejar (Eds.), Test theory for a new generation of tests. Hillsdale, NJ: Erlbaum.

Mislevy, R.J. (1994). Test theory reconceived. (CSE Technical Report 376). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles.


National Academy of Education. (1996). Implications for NAEP of research on learning and cognition. Stanford, CA: Author.

National Center for Education Statistics. (1996). Technical issues in large-scale performance assessment. Washington, DC: U.S. Department of Education.

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