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\"Automatic item generation (AIG) represents a relatively new and unique research area where specific cognitive and psychometric theories are applied to test construction practices for the purpose of producing test items using technology. The purpose of this book is to bring researchers and practitioners up-to-date on the growing body of research on AIG by organizing in one volume what is currently known about this research area. Part I begins with an overview of the concepts and topics necessary for understanding AIG by focusing on both its history and current applications. Part II presents two theoretical frameworks and practical applications of these frameworks in the production of item generation. Part III summarizes the psychological and substantive characteristics of generated items . Part IV concludes with a discussion of the statistical models that can be used to estimate the item characteristics of generated items, features one future application of AIG, describes the current technologies used for AIG, and also highlights the unresolved issues that must be addressed as AIG continues to mature as a research area. Comprehensive The book provides a comprehensive analysis of both the theoretical concepts that define automatic item generation and the practical considerations required to implement these concepts. Varied Applications Readers are provided with novel applications in diverse content areas (e.g., science and reading comprehension) that range across all educational levels elementary thru university\"-- Provided by publisher.

Built on the process featured in Common Formative Assessment: A Toolkit for PLCs at Work™, this book demonstrates how educators can develop effective and efficient assessments. The authors simplify assessment development to give teacher teams the confidence to write and use team-designed common formative assessments that help ensure all students master essential skills and concepts. Design tasks and assessments that feature the greater rigor and complexity the new standards require. Use assessment data to make adjustments that increase student learning. Explore possible team structures and practices that foster successful use of common assessments. Benefits * Learn the different purposes that wide-angle questions and close-up questions serve in reaching assessment goals. * Understand different types of assessments and what the data gained from each of them can reveal about student learning. * Frame assessment and feedback methods to pursue the end goal of learning for all. * Use templates and protocols to unwrap essential learning standards, create performance tasks, plan appropriate assessments, and analyze data. * Discover a road map that can help guide your work with common assessments. Contents 1 Framing the Power of Assessment in Professional Learning Communities 2 Starting With the End in Mind 3 Considering Rigor and Complexity 4 Intentionally Planning of Instruction and Assessment 5 Writing Questions That Work 6 Using Data to Support Student Learning 7 Focusing on Feedback and Grappling With Grading 8 Using Common Formative Assessments in Less Traditional Settings Appendix Road Map for Implementing Common Assessments