Psicología educativa

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  Año 2014, Vol. 20, Número 2

  • Seleccionado

    Bringing added value to educational assessment: a shift from an audit mode of assessment to an assistence mode

    Mª J. Navas

    págs. 61-63

    
  • Seleccionado

    Assessment as a positive influence on 21st century teaching and learning: a systems approach to progress

    James W. Pellegrino

    • Resumen

    págs. 65-77

    
  • Seleccionado

    An introduction to the use of evidence-centered design in test development

    Michael J. Zieky

    • Resumen

    págs. 79-87

    
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    Cognitively diagnostic assessments and the cognitive diagnosis model framework

    Jimmy de la Torre, Nathan Minchen

    • Resumen

    págs. 89-97

    
  • Seleccionado

    A case study in principled assessment design: designing assessments to measure and support the development of argumentative reading and writing skills

    Paul Deane, Yi Song

    • Resumen

    págs. 99-108

    
  • Seleccionado

    Empirical recovery of argumentation learning progressions in scenario-based assessments of English language arts

    Peter W. van Rijn, E. Aurora Graf, Paul Deane

    • Resumen

    págs. 109-115

    
  • Seleccionado

    Cognitive frameworks for assessment, teaching, and learning: a validity perspective

    Michael T. Kane, Isaac I. Bejar

    págs. 117-123