This state-of-the-art resource brings together the most innovative scholars and thinkers in the field of testing to capture the changing conceptual, methodological, and applied landscape of cognitively-grounded educational assessments.  Offers a methodologically-rigorous review of cognitive and learning sciences models for testing purposes, as well as the latest statistical and technological know-how for designing, scoring, and interpreting results Written by an international team of contributors at the cutting-edge of cognitive psychology and educational measurement under the editorship of a research director at the Educational Testing Service and an esteemed professor of educational psychology at the University of Alberta as well as supported by an expert advisory board Covers conceptual frameworks, modern methodologies, and applied topics, in a style and at a level of technical detail that will appeal to a wide range of readers from both applied and scientific backgrounds Considers emerging topics in cognitively-grounded assessment, including applications of emerging socio-cognitive models, cognitive models for human and automated scoring, and various innovative virtual performance assessments

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