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Exploring the Role of Process Data Analysis in Understanding Student Performance and Interactive Behavior in a Game-Based Argument Task

Journal of educational computing research, 2023-09, Vol.61 (5), p.1096-1120

2023

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Combining cognitive theory and data driven approaches to examine students’ search behaviors in simulated digital environments

Large-scale Assessments in Education, 2023-12, Vol.11 (1), p.28-39, Article 28

2023

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Building a game-enhanced formative assessment to gather evidence about middle school students' argumentation skills

Educational technology research and development, 2019-10, Vol.67 (5), p.1175-1196

2019

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Measuring Argumentation Skills Through a Game-Enhanced Scenario-Based Assessment

Journal of educational computing research, 2019-01, Vol.56 (8), p.1324-1344

2019

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Investigating student performance on an assessment tool to support the development of English learners' argumentation skills

Computer assisted language learning, 2022-12, Vol.35 (9), p.2291-2311

2022

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Readers' Reliance on Source Credibility in the Service of Comprehension

Journal of experimental psychology. Learning, memory, and cognition, 2011-01, Vol.37 (1), p.230-247

2011

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Caring assessments: challenges and opportunities

Frontiers in education (Lausanne), 2024-06, Vol.9

2024

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Assessing Source Evaluation Skills of Middle School Students Using Learning Progressions

Educational assessment, 2021-10, Vol.26 (4), p.213-240

2021

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Enacting a Process for Developing Culturally Relevant Classroom Assessments

Applied measurement in education, 2023-07, Vol.36 (3), p.286-303

2023

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Students Engaging in Multiple-Source Inquiry Tasks: Capturing Dimensions of Collaborative Online Inquiry and Social Deliberation

Literacy research, 2019-11, Vol.68 (1), p.271-292

2019

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Discourse processing-examining our everyday language experiences

Wiley interdisciplinary reviews. Cognitive science, 2010-05, Vol.1 (3), p.371-381

2010

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Simulated Dialogues with Virtual Agents: Effects of Agent Features in Conversation-Based Assessments

Artificial Intelligence in Education, p.469-474

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Learner Modeling in the Context of Caring Assessments

Adaptive Instructional Systems, p.422-431

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Critical Evaluation of Information Credibility: Contextual Dimensions and Implications for Memory and Learning from Text

Sparks, Jesse R

2013

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Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners. Research Report. ETS RR-19-15

ETS research report series, 2019-12

2019

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Scenario-Based Formative Assessment of Key Practices in the English Language Arts

Handbook of Formative Assessment in the Disciplines, 2019, p.68-96

1, 2019

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Cognitively Based Assessment of Research and Inquiry Skills: Defining a Key Practice in the English Language Arts. Research Report. ETS RR-15-35

ETS research report series, 2015-12

2015

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Cognitively Based Assessment of Research and Inquiry Skills: Defining a Key Practice in the English Language Arts

ETS research report series, 2015-12, Vol.2015 (2), p.1-55

2015

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Assessing Written Communication in Higher Education: Review and Recommendations for Next‐Generation Assessment

ETS research report series, 2014-12, Vol.2014 (2), p.1-52

2014

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Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners

ETS research report series, 2019-12, Vol.2019 (1), p.1-15

2019

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Conversation-based assessment: current findings and future work

International Encyclopedia of Education, 2023, p.504-518

Fourth Edition, 2023

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Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments with Recommendations for Next-Generation Assessment. Research Report. ETS RR-16-32

ETS research report series, 2016-12

2016

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Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next‐Generation Assessment

ETS research report series, 2016-12, Vol.2016 (2), p.1-33

2016

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Development and Validation of the Written Communication Assessment of the HEIghten® Outcomes Assessment Suite

ETS research report series, 2017-12, Vol.2017 (1), p.1-16

2017

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Development and Validation of the Written Communication Assessment of the "HEIghten"® Outcomes Assessment Suite. Research Report. ETS RR-17-53

ETS research report series, 2017-12

2017

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Exploring the Role of Process Data Analysis in Understanding Student Performance and Interactive Behavior in a Game-Based Argument Task

Combining cognitive theory and data driven approaches to examine students’ search behaviors in simulated digital environments

Building a game-enhanced formative assessment to gather evidence about middle school students' argumentation skills

Measuring Argumentation Skills Through a Game-Enhanced Scenario-Based Assessment

Investigating student performance on an assessment tool to support the development of English learners' argumentation skills

Readers' Reliance on Source Credibility in the Service of Comprehension

Caring assessments: challenges and opportunities

Assessing Source Evaluation Skills of Middle School Students Using Learning Progressions

Enacting a Process for Developing Culturally Relevant Classroom Assessments

Students Engaging in Multiple-Source Inquiry Tasks: Capturing Dimensions of Collaborative Online Inquiry and Social Deliberation

Discourse processing-examining our everyday language experiences

Simulated Dialogues with Virtual Agents: Effects of Agent Features in Conversation-Based Assessments

Learner Modeling in the Context of Caring Assessments

Critical Evaluation of Information Credibility: Contextual Dimensions and Implications for Memory and Learning from Text

Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners. Research Report. ETS RR-19-15

Scenario-Based Formative Assessment of Key Practices in the English Language Arts

Cognitively Based Assessment of Research and Inquiry Skills: Defining a Key Practice in the English Language Arts. Research Report. ETS RR-15-35

Cognitively Based Assessment of Research and Inquiry Skills: Defining a Key Practice in the English Language Arts

Assessing Written Communication in Higher Education: Review and Recommendations for Next‐Generation Assessment

Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners

Conversation-based assessment: current findings and future work

Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments with Recommendations for Next-Generation Assessment. Research Report. ETS RR-16-32

Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next‐Generation Assessment

Development and Validation of the Written Communication Assessment of the HEIghten® Outcomes Assessment Suite

Development and Validation of the Written Communication Assessment of the "HEIghten"® Outcomes Assessment Suite. Research Report. ETS RR-17-53

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