1 |
Lakin, J. M. (2018). Making the Cut in Gifted Selection: Score Combination Rules and Their Impact on Program Diversity. Gifted Child Quarterly, 62(2), 210-219. https://doi.org/10.1177/0016986217752099
DOI
|
2 |
Park, H. J., Ryoo, H. S., Kwon, J., & Ryoo, J. H. (2022). Change of paradigm on LMS for online education: LMS implementing learning analytics and online assessment. The Educational Research for Tomorrow, 35(2), 49-72.
|
3 |
Ryoo, J. H., Park, S., Suh, H., Choi, J., & Kwon, J. (2022). Development of a new measure of cognitive ability using automatic item generation and its psychometric properties. SAGE Open, 12(2), 21582440221095016.
|
4 |
Schneider, W. J., & McGrew, K. S. (2012). The Cattell-Horn-Carroll model of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary Intellectual Assessment: Theories, Test, and Issues (pp. 99-144). Guilford Publications.
|
5 |
Stanek, K. M., Gunstad, J., Spitznagel, M. B., Waechter, D., Hughes, J. W., Luyster, F., ... & Rosneck, J. (2011). Improvements in cognitive function following cardiac rehabilitation for older adults with cardiovascular disease. International Journal of Neuroscience, 121(2), 86-93.
DOI
|
6 |
Taherdoost, H. (2016). Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. How to test the validation of a questionnaire/survey in a research (August 10, 2016).
|
7 |
Wesnes, K., & Pincock, C. (2002). Practice effects on cognitive tasks: A major problem?. The Lancet Neurology, 1(8), 473.
DOI
|
8 |
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
|
9 |
Behrens, J. T., Mislevy, R. J., DiCerbo, K. E., & Levy, R. (2010). An evidence centered design for learning and assessment in the digital world. CRESST Report 778. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
|
10 |
Bloom, B. (1956). Bloom's taxonomy.
|
11 |
Bryan, V. M., & Mayer, J. D. (2020). A meta-analysis of the correlations among broad intelligences: Understanding their relations. Intelligence, 81.
|
12 |
CLASS [website]. (2022.01.28.). URL: https://class-analytics.com/
|
13 |
Drasgow, F., Luecht, R. M., & Bennett, R. (2006). Technology and testing. In Educational measurement (4th ed.). American Council on Education/Praeger Publishers.
|
14 |
Embretson, S., & Yang, X. (2006). 23 Automatic item generation and cognitive psychology. Handbook of statistics, 26, 747-768.
DOI
|
15 |
Irvine, Sidney H., & Kyllonen, P. C. (Eds.). (2002). Item generation for test development (1st ed). Routledge.
|
16 |
Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2013). Essentials of cross-battery assessment (3rd ed.). John Wiley & Sons, Inc.
|
17 |
Gierl, M. J., Lai, H., & Tanygin, V. (2021). Advanced methods in automatic item generation (1st ed.). Routledge.
|
18 |
Bejar, I. I. (2002). Generative testing: From conception to implementation. In S. H. Irvine & P. C. Kyllonen (Eds.), Item generation for test development (pp.199-217). Erlbaum.
|
19 |
Carmines, E. G., & Zeller, R. A. 1979. Reliability and Validity Assessment. SAGE.
|
20 |
Gierl, M. J., & Haladyna, T. M. (Eds.). (2012). Automatic item generation: Theory and practice. Routledge.
|
21 |
Latex [website]. (2022.02.10.). URL: https://www.latex-project.org/
|
22 |
Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2003). Focus article: On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3-62.
DOI
|
23 |
Riverside Insights [website]. (2022.02.05). URL: https://www.riversideinsights.com/home
|
24 |
Mislevy, R. J., Almond, R. G., & Lukas, J. F. (2004). A brief introduction to evidencecentered design. CSE Report 632. US Department of Education.
|
25 |
Goldberg, T. E., Harvey, P. D., Wesnes, K. A., Snyder, P. J., & Schneider, L. S. (2015). Practice effects due to serial cognitive assessment: implications for preclinical Alzheimer's disease randomized controlled trials. Alzheimer's & Dementia: Diagnosis, Assessment & Disease Monitoring, 1(1), 103-111.
DOI
|
26 |
Jutten, R. J., Rentz, D. M., Fu, J. F., Mayblyum, D. V., Amariglio, R. E., Buckley, R. F., Properzi, M. J., Maruff, P., Stark, C. E., Yassa, M. A., Johnson, K. A., Sperling, R. A., & Papp, K. V. (2021). Monthly at-home computerized cognitive testing to detect diminished practice effects in preclinical Alzheimer's disease. Frontiers in aging neuroscience, 13.
|
27 |
McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37(1), 1-10.
DOI
|
28 |
Osborne, C. (1991). Statistical calibration: A review. International Statistical Review/Revue Internationale de Statistique, 309-336.
|
29 |
Thompson, B. (2011). What is the CogAT(Cognitive Abilities Test) and Why use it?, Homeschool Handbook.
|
30 |
Schneider, W. J., & McGrew, K. S. (2018). The Cattell-Horn-Carroll theory of cognitive abilities. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary Intellectual Assessment. Theories, Tests, and Issues (4th ed., pp. 73-163). The Guilford Press.
|
31 |
Warnimont, C. (2010). The relationship between students' performance on the cognitive abilities test (COGAT) and the fourth and fifth grade reading and math achievement tests in Ohio (Unpublished Doctoral dissertation). Bowling Green State University, USA.
|
32 |
Embretson, S. E. (1998). A cognitive design system approach to generating valid tests: Application to abstract reasoning. Psychological methods, 3(3), 380.
DOI
|