Representing Targets of Measurement Within Evidence-Centered Design

• Published in: Applied measurement in education Vol. 23; no. 4; pp. 325 - 341
• Main Authors: Ewing, Maureen, Packman, Sheryl, Hamen, Cynthia, Thurber, Allison Clark
• Format: Journal Article
• Language: English
• Published: Philadelphia Taylor & Francis Group 01.01.2010; Routledge; Taylor & Francis Ltd
• Subjects: Advanced Placement Programs; Alignment (Education); Cognitive ability; Course Content; Curricula; Educational evaluation; Equivalency Tests; Evidence; Expertise; Knowledge; Methods; Sciences; Skills; Spanish Literature; Teaching; Test Construction; Test Content; Test Validity
• ISSN: 0895-7347; 1532-4818
• DOI: 10.1080/08957347.2010.510959

In the last few years, the Advanced Placement (AP) Program® has used evidence-centered assessment design (ECD) to articulate the knowledge, skills, and abilities to be taught in the course and measured on the summative exam for four science courses, three history courses, and six world language courses; its application to calculus and English language arts subjects is in progress. The purpose of this article is to describe the methodology that was used with subject-matter experts (SMEs) to articulate the content and skills important in the domain, and then the iterative processes that were used to articulate the claims and evidence to represent the targets of instruction for AP courses, and by extension, the targets of measurement for the AP exams. Discussion will focus on how the use of ECD provides a strong foundation for ensuring the alignment among curriculum, instruction, and assessment while at the same time enhances the validity argument for test score interpretation.