| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Author Index for Volume 25, 2006
|
|
|
2006
|
25 |
4 |
p. 72
|
artikel
|
| 2 |
A Validity Framework for Evaluating the Technical Quality of Alternate Assessments
|
Marion, Scott F.
|
|
2006
|
25 |
4 |
p. 47-57
|
artikel
|
| 3 |
Clarification on Rejoinder: Evaluating Standard Setting Methods Using Error Models by Schulz in Vol. 25, No. 3
|
Reckase, Mark D.
|
|
2006
|
25 |
4 |
p. 75
|
artikel
|
| 4 |
Commentary: Student Cognition, the Situated Learning Context, and Test Score Interpretation
|
La Marca, Paul M.
|
|
2006
|
25 |
4 |
p. 65-71
|
artikel
|
| 5 |
Editorial
|
|
|
2006
|
25 |
4 |
p. 1
|
artikel
|
| 6 |
Implications of Evidence-Centered Design for Educational Testing
|
Mislevy, Robert J.
|
|
2006
|
25 |
4 |
p. 6-20
|
artikel
|
| 7 |
Meeting the NRC Panel's Recommendations: Commentary on the Papers by Mislevy and Haertel, Gorin, and Abedi and Gándara
|
Lohman, David F.
|
|
2006
|
25 |
4 |
p. 58-64
|
artikel
|
| 8 |
Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy
|
Abedi, Jamal
|
|
2006
|
25 |
4 |
p. 36-46
|
artikel
|
| 9 |
Reviewers for Volume 25, 2006
|
|
|
2006
|
25 |
4 |
p. 74
|
artikel
|
| 10 |
Test Design with Cognition in Mind
|
Gorin, Joanna S.
|
|
2006
|
25 |
4 |
p. 21-35
|
artikel
|
| 11 |
Title Index for Volume 25, 2006
|
|
|
2006
|
25 |
4 |
p. 73
|
artikel
|
| 12 |
Toward a Psychology of Large-Scale Educational Achievement Testing: Some Features and Capabilities
|
Ferrara, Steve
|
|
2006
|
25 |
4 |
p. 2-5
|
artikel
|
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