Kadriye Ercikan is Professor of Measurement, Evaluation, and Research Methodology in the Faculty of Education at the University of British Columbia, Canada and Vice President of Statistical Analysis, Data Analysis and Psychometric Research at the Educational Testing Service.James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago, USA.

"This book, focusing on the validation of score meaning using response process, introduces a unique dimension to the validation of assessments. It is a must-read source for anyone who is involved in assessment development and use. Currently, the field of assessment is mainly focused on content and psychometrics aspects in assessment validation; therefore, the internationally respected scholars who wrote the chapters of this volume have made a timely contribution to the assessment field by highlighting the importance of validity evidence based on response process."--Jamal Abedi, Professor, School of Education, University of California, Davis, USA"Ercikan and Pellegrino have provided a thorough investigation of how the test-taker response processes influence the validity of score interpretations. By including studies that incorporate new technology with those using more traditional methods, assessment developers can better understand best practices in validity research. This highly readable book offers information that applies to multiple assessment types and purposes."--Marianne Perie, Director, Center for Assessment and Accountability Research and Design, USA"This volume and its approach to test validation represent an exciting addition to the field. Using examinee responses as a part of test validation will help those of us concerned about bias and fairness in testing."--Martha Thurlow, Director, National Center on Educational Outcomes, USA""With its clear organization, theoretical, and practical contributions to the topic, and the inclusion of a variety ofassessment types, the book can be considered an effective starting point for assessment researchers and practitioners who consider using response process data in their validation studies."--Journal of Educational Measurement, Vol. 57, No. 1

• ContentsContributors1. Introduction Kadriye Ercikan and James W. Pellegrino Part I. Conceptual & Methodological Issues Associated with Using Examinee Response Process Data to Validate Score Meaning2. Validating Score Interpretations Based on Response Processes Michael Kane & Robert Mislevy3. Collecting and Analyzing Verbal Response Process Data in the Service of Interpretative and Validity Arguments Jacqueline P. Leighton4. Collecting, Analyzing and Interpreting Response time, Eye-tracking, and Log data Andreas Oranje, Joanna Gorin, Yue Jia, Deirdre Kerr5. Commentary I Lauress L. WisePart II. Using Examinee Response Process Data to Validate Score Meaning: Applications in Different Assessment Contexts6. Assessments of Complex Thinking Paul Nichols and Kristen Huff7. Threats to Score Meaning in Automated Scoring Isaac I. Bejar8. The Contribution of Student Response Processes to Validity Analyses for Instructionally Supportive Assessments Louis V. DiBello, James W. Pellegrino, Brian D. Gane, & Susan R. Goldman9. Score Processes in Assessing Academic Content of Non-native Speakers Rebecca J. Kopriva and Laura Wright10. Assessment of Students with Learning Disabilities: Using Students’ Performance and Progress to Inform Instruction Gerald Tindal, Julie Alonzo, Leilani Sáez, and Joseph F. T. Nese11. Multiple Language Versions of TestsGuillermo Solano-Flores and Magda Chía12. Commentary 2: The Value of Response Process Studies to Evaluate Score Meaning Suzanne LaneIndex

Kadriye Ercikan is Professor of Measurement, Evaluation, and Research Methodology in the Faculty of Education at the University of British Columbia, Canada and Vice President of Statistical Analysis, Data Analysis and Psychometric Research at the Educational Testing Service.James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago, USA.

"This book, focusing on the validation of score meaning using response process, introduces a unique dimension to the validation of assessments. It is a must-read source for anyone who is involved in assessment development and use. Currently, the field of assessment is mainly focused on content and psychometrics aspects in assessment validation; therefore, the internationally respected scholars who wrote the chapters of this volume have made a timely contribution to the assessment field by highlighting the importance of validity evidence based on response process."--Jamal Abedi, Professor, School of Education, University of California, Davis, USA"Ercikan and Pellegrino have provided a thorough investigation of how the test-taker response processes influence the validity of score interpretations. By including studies that incorporate new technology with those using more traditional methods, assessment developers can better understand best practices in validity research. This highly readable book offers information that applies to multiple assessment types and purposes."--Marianne Perie, Director, Center for Assessment and Accountability Research and Design, USA"This volume and its approach to test validation represent an exciting addition to the field. Using examinee responses as a part of test validation will help those of us concerned about bias and fairness in testing."--Martha Thurlow, Director, National Center on Educational Outcomes, USA""With its clear organization, theoretical, and practical contributions to the topic, and the inclusion of a variety ofassessment types, the book can be considered an effective starting point for assessment researchers and practitioners who consider using response process data in their validation studies."--Journal of Educational Measurement, Vol. 57, No. 1

• ContentsContributors1. Introduction Kadriye Ercikan and James W. Pellegrino Part I. Conceptual & Methodological Issues Associated with Using Examinee Response Process Data to Validate Score Meaning2. Validating Score Interpretations Based on Response Processes Michael Kane & Robert Mislevy3. Collecting and Analyzing Verbal Response Process Data in the Service of Interpretative and Validity Arguments Jacqueline P. Leighton4. Collecting, Analyzing and Interpreting Response time, Eye-tracking, and Log data Andreas Oranje, Joanna Gorin, Yue Jia, Deirdre Kerr5. Commentary I Lauress L. WisePart II. Using Examinee Response Process Data to Validate Score Meaning: Applications in Different Assessment Contexts6. Assessments of Complex Thinking Paul Nichols and Kristen Huff7. Threats to Score Meaning in Automated Scoring Isaac I. Bejar8. The Contribution of Student Response Processes to Validity Analyses for Instructionally Supportive Assessments Louis V. DiBello, James W. Pellegrino, Brian D. Gane, & Susan R. Goldman9. Score Processes in Assessing Academic Content of Non-native Speakers Rebecca J. Kopriva and Laura Wright10. Assessment of Students with Learning Disabilities: Using Students’ Performance and Progress to Inform Instruction Gerald Tindal, Julie Alonzo, Leilani Sáez, and Joseph F. T. Nese11. Multiple Language Versions of TestsGuillermo Solano-Flores and Magda Chía12. Commentary 2: The Value of Response Process Studies to Evaluate Score Meaning Suzanne LaneIndex

Kadriye Ercikan is Professor of Measurement, Evaluation, and Research Methodology in the Faculty of Education at the University of British Columbia, Canada and Vice President of Statistical Analysis, Data Analysis and Psychometric Research at the Educational Testing Service.James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago, USA.

"This book, focusing on the validation of score meaning using response process, introduces a unique dimension to the validation of assessments. It is a must-read source for anyone who is involved in assessment development and use. Currently, the field of assessment is mainly focused on content and psychometrics aspects in assessment validation; therefore, the internationally respected scholars who wrote the chapters of this volume have made a timely contribution to the assessment field by highlighting the importance of validity evidence based on response process."--Jamal Abedi, Professor, School of Education, University of California, Davis, USA"Ercikan and Pellegrino have provided a thorough investigation of how the test-taker response processes influence the validity of score interpretations. By including studies that incorporate new technology with those using more traditional methods, assessment developers can better understand best practices in validity research. This highly readable book offers information that applies to multiple assessment types and purposes."--Marianne Perie, Director, Center for Assessment and Accountability Research and Design, USA"This volume and its approach to test validation represent an exciting addition to the field. Using examinee responses as a part of test validation will help those of us concerned about bias and fairness in testing."--Martha Thurlow, Director, National Center on Educational Outcomes, USA""With its clear organization, theoretical, and practical contributions to the topic, and the inclusion of a variety ofassessment types, the book can be considered an effective starting point for assessment researchers and practitioners who consider using response process data in their validation studies."--Journal of Educational Measurement, Vol. 57, No. 1

• ContentsContributors1. Introduction Kadriye Ercikan and James W. Pellegrino Part I. Conceptual & Methodological Issues Associated with Using Examinee Response Process Data to Validate Score Meaning2. Validating Score Interpretations Based on Response Processes Michael Kane & Robert Mislevy3. Collecting and Analyzing Verbal Response Process Data in the Service of Interpretative and Validity Arguments Jacqueline P. Leighton4. Collecting, Analyzing and Interpreting Response time, Eye-tracking, and Log data Andreas Oranje, Joanna Gorin, Yue Jia, Deirdre Kerr5. Commentary I Lauress L. WisePart II. Using Examinee Response Process Data to Validate Score Meaning: Applications in Different Assessment Contexts6. Assessments of Complex Thinking Paul Nichols and Kristen Huff7. Threats to Score Meaning in Automated Scoring Isaac I. Bejar8. The Contribution of Student Response Processes to Validity Analyses for Instructionally Supportive Assessments Louis V. DiBello, James W. Pellegrino, Brian D. Gane, & Susan R. Goldman9. Score Processes in Assessing Academic Content of Non-native Speakers Rebecca J. Kopriva and Laura Wright10. Assessment of Students with Learning Disabilities: Using Students’ Performance and Progress to Inform Instruction Gerald Tindal, Julie Alonzo, Leilani Sáez, and Joseph F. T. Nese11. Multiple Language Versions of TestsGuillermo Solano-Flores and Magda Chía12. Commentary 2: The Value of Response Process Studies to Evaluate Score Meaning Suzanne LaneIndex