MAE4010 - Spring 2020 - Term 2

Syllabus/achievement requirements

Most of the texts on the reading list are available electronically through the University of Oslo Library. You have to be logged on to the UiO network in order to access them. Information about how to gain access from home can be found on this webpage.

Core readings:

Wilson, Mark. (2005). Constructing Measures. An item response modeling approach. New York: Psychology Press. Ch. 1-6.

Haladyna, Thomas M., & Rodriguez, Michael C. (2013). Developing and validating test items. New York/Abingdon: Routledge. Ch 1-12.

Lane, Suzanne, Raymond, Mark R., & Haladyna, Thomas M. (Eds.). (2016). Handbook of test development. New York/Abingdon: Routledge. Ch. 1, 2, 3, 10, 18, 20, 30, 31

McCoach, D. Betsy, Gable, Robert K., & Madura, John P. (Eds.). (2013). Instrument Development in the Affective Domain: School and Corporate Applications. New York, NY: Springer New York.Ch 1, 2, 3 and 8

Padilla, José-Luis, & Leighton, Jacqueline P. (2017). Cognitive Interviewing and Think Aloud Methods. In Bruno D. Zumbo & Anita M. Hubley (Eds.), Understanding and Investigating Response Processes in Validation Research (p. 211-228). Cham: Springer International Publishing.

Supplementary readings:

Lane, Suzanne, Raymond, Mark R., & Haladyna, Thomas M. (Eds.). (2016). Handbook of test development. New York/Abingdon: Routledge. Ch. 7, 12, 16, 19

Olsen, Rolf Vegar. (2005). 3.3 Marking rubrics and codes used for the items in PISA and TIMSS. P. 70-84 in Achievement tests from an item perspective. An exploration of single item data from the PISA and TIMSS studies, and how such data can inform us about students' knowledge and thinking in science. Oslo, Norway: Unipub forlag.

Will be made available from the course web-page/Canvas

Olsen, R. V., Lie, S., & Turmo, A. (2001). Learning about students' knowledge and thinking in science through large-scale quantitative studies. European Journal of Psychology of Education, 16(3), 403-420.

Pepper, David, Hodgen, Jeremy, Lamesoo, Katri, K?iv, Pille, & Tolboom, Jos. (2018). Think aloud: using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics. International Journal of Research & Method in Education, 41(1), 3-16.

Russell, Lara B., & Hubley, Anita M. (2017). Some Thoughts on Gathering Response Processes Validity Evidence in the Context of Online Measurement and the Digital Revolution. I Bruno D. Zumbo & Anita M. Hubley (Red.), Understanding and Investigating Response Processes in Validation Research (s. 229-249). Cham: Springer International Publishing.

Published Sep. 26, 2019 9:50 AM - Last modified Jan. 9, 2020 2:39 PM