'Knowing What Students Know'--An Essay on the Contributions of Robert Mislevy
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| Title: | 'Knowing What Students Know'--An Essay on the Contributions of Robert Mislevy |
|---|---|
| Language: | English |
| Authors: | James W. Pellegrino (ORCID |
| Source: | Educational Measurement: Issues and Practice. 2026 45(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Educational Philosophy, Educational Assessment, Educational Principles, Design |
| DOI: | 10.1111/emip.70026 |
| ISSN: | 0731-1745 1745-3992 |
| Abstract: | In this essay, we recount Robert Mislevy's influence on the three of us and several others in the context of the National Research Council's "Committee on the Foundations of Assessment," which produced the report "Knowing What Student's Know: The Science and Design of Education Assessment" (aka "KWSK"; NRC). We start by providing a context for the Committee's work, describe critical elements of the "KWSK" report, including their impact on the field of educational assessment over the last 25 years, and emphasize ways in which Bob influenced their articulation and impact. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507248 |
| Database: | ERIC |
| Abstract: | In this essay, we recount Robert Mislevy's influence on the three of us and several others in the context of the National Research Council's "Committee on the Foundations of Assessment," which produced the report "Knowing What Student's Know: The Science and Design of Education Assessment" (aka "KWSK"; NRC). We start by providing a context for the Committee's work, describe critical elements of the "KWSK" report, including their impact on the field of educational assessment over the last 25 years, and emphasize ways in which Bob influenced their articulation and impact. |
|---|---|
| ISSN: | 0731-1745 1745-3992 |
| DOI: | 10.1111/emip.70026 |
