References
- Alonzo, A. C., & Ke, L. (2016). Taking stock: Existing resources for assessing a new vision of science learning. Measurement: Interdisciplinary Research and Perspectives, 14(4), 119–152.
- Bennett, R. E. (2010). Cognitive based assessment of, for, and as learning (CBAL): A preliminary theory of action for summative and formative assessment. Measurement: Interdisciplinary Research and Perspectives, 8(2–3), 70–91.
- Bennett, R. E., Kane, M., & Bridgeman, B. (2011). Theory of action and validity argument in the context of through-course summative assessment. Princeton, NJ: Educational Testing Service. Retrieved from http://k-12center.org/rsc/pdf/TCSA_Symposium_Final_Paper_Bennett_Kane_Bridgeman.pdf
- Linn, R. L. (1993). Linking results in distinct assessments. Applied Measurement in Education, 6(1), 83–102. doi:10.1207/s15324818ame0601_5
- Mislevy, R. J., & Haertel, G. D. (2006). Implications of evidence‐centered design for educational testing. Educational Measurement: Issues and Practice, 25(4), 6–20. doi:10.1111/j.1745-3992.2006.00075.x