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Table Of Contents

Perspectives on methodological issues
Inferences, evidence and validity
Assessment design approaches
Defining the constructs
Structuring a developmental definition
Learning targets
Progress variables
Levels of achievement
Learning performances
Assessment of progressions
Designing tasks
Participant observation
Topic guide
Table 1: Levels of pre-specification in item formats
Open-ended
Standardized fixed-response
New tasks for 21st century skills
Combining summative and formative
Wisdom of the crowd
Task analysis
Embedded items
Valuing the responses
Research-based categories
Context-specific categories
Finite and exhaustive categories
Ordered categories
Delivering the tasks and gathering the responses
Modeling the responses
Validity evidence
Relations to other variables
Reporting to users
Issues in the assessment of 21st century skills
Generality vs context specificity
Large-scale and classroom assessments
What can new advances in technology bring to assessments?
Adaptive recommender systems
Stealth assessment
Personalisation
Examples of types of measures
Assessment of new skills
Self assessment and peer assessment
Creativity/problem solving
Group measures
Biometrics
Conclusion
White Paper 2 Annex: Assessment design approaches
Evidence centered design
The BEAR Assessment System
Principle 1: A developmental perspective
Principle 2: Match between instruction and assessment
Principle 3: Management by teachers
Principle 4: Evidence of high quality assessment
The Using Evidence Framework
Description of the UE Framework
Table 2: Sample item prompts
Table 5: Function of a statement and its relationship to surrounding statements
Packet Tracer used in Cisco Networking Academies
Chile’s National Teacher Evaluation
References7
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2 Methodological Issues

2 Methodological Issues

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Published by Manuela1980

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Published by: Manuela1980 on Feb 11, 2012
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12/14/2013

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