Assessment Resources

Assessment Development and Evaluation References and Suggested Reading

ARTICLES:

Harris, C. J., Krajcik, J. S., Pellegrino, J. W., & McElhaney, K.W. (2016). Constructing assessment tasks that blend disciplinary core ideas, crosscutting concepts, and science practices for classroom formative applications. Menlo Park, CA: SRI International. Retrieved from https://www.sri.com/sites/default/files/publications/constructing_assessment_tasks_2016.pdf

Hendrickson, A., Huff, K., & Luecht, R. (2010). Claims, Evidence, and Achievement-Level Descriptors as a Foundation for Item Design and Test Specifications. Applied Measurement in Education, 23(4), 358-377. Article available for purchase at: http://www.tandfonline.com/doi/abs/10.1080/08957347.2010.510966?src=recsys&journalCode=hame20

Huff, K., & Plake, B. (2010). Evidence-Centered Assessment Design in Practice. Applied Measurement in Education, 23(4), 207-209. Article available for purchase at: http://www.tandfonline.com/doi/abs/10.1080/08957347.2010.510955?journalCode=hame20

Huff, K., Steinberg, L., & Thomas, M. (2010). The Promises and Challenges of Implementing Evidence-Centered Design in Large-Scale Assessment. Applied Measurement in Education, 23(4), 310-324. Article available for purchase at: http://www.tandfonline.com/doi/abs/10.1080/08957347.2010.510956

Mislevy, R. J., & Haertel, G.D. (2006). Implications of Evidence-Centered Design for Educational Testing. Educational Measurement: Issues and Practice, 25(4), 6-20. Article available for purchase at: http://onlinelibrary.wiley.com/doi/10.1111/j.1745-3992.2006.00075.x/abstract

Strengthening Claims-based Interpretations and Uses of Local and Large-scale Science Assessment Scores Project (SCILLSS). (2020). A Guide to Developing Classroom Next Generation Science Standards Assessment Resources: A Principled-design Approach. Lincoln, NE: Nebraska Department of Education. Retrieved from https://www.scillsspartners.org/wp-content/uploads/2020/06/A-Guide-to-Develop-Classroom-based-Next-Generation-Science-Standards-Assessment-Tasks_A-Principled-design-Approach-Final_June-20.pdf

Strengthening Claims-based Interpretations and Uses of Local and Large-scale Science Assessment Scores Project (SCILLSS). (2020). A Principled Approach to Designing Large-scale Three-dimensional Science Assessment Tasks. Lincoln, NE: Nebraska Department of Education. Retrieved from https://www.scillsspartners.org/wp-content/uploads/2020/03/SCILLSS-Five-Phase-ECD-Design-Model-Process-Report_FINAL_Updated-March.pdf

Zalles, D., Haertel, G., & Mislevy, R. (2010). Using Evidence-Centered Design to Support Assessment, Design, and Validation of Learning Progressions (Large-Scale Assessment Technical Report 10). Menlo Park, CA: SRI International. Retrieved from https://ecd.sri.com/downloads/ECD_TR10_Learning_Progressions.pdf

BOOKS:

WEB RESOURCES:

National Center on Universal Design for Learning, at CAST. (2012). Resources available at http://www.udlcenter.org

SCILLSS Digital Workbook on Designing High Quality Three-dimensional Science Assessments for Classroom Use

Chapter 1: Introduction to Principled Assessment Design

Chapter 2: Unpacking the NGSS Performance Expectations

Chapter 3: Development of the Task Specifications Tool

Chapter 4: Development of Tasks, Rubrics, and Exemplars

OTHER RESOURCES:

2017 Reidy Interactive Lecture Series (RILS). Sponsored by the Center for Assessment, Portsmouth, NH. Information available at https://www.nciea.org/annual-conference/past-events/2017-reidy-interactive-lecture-series