Book Review: Sociocognitive Foundations of Educational Measurement

Anderson J. R. Corbett A. T. Koedinger K. R. Pelletier R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4(2), 167–207. https://doi.org/10.1207/s15327809jls0402_2

Bachman L. F. Palmer A.S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.

Bergman L. R. Trost K. (2006). The person-oriented versus the variable-oriented approach: Are they complementary, opposites, or exploring different worlds? Merrill-Palmer Quarterly, 52(3), 601–632. https://doi.org/10.1353/mpq.2006.0023

Borsboom D. (2006). The attack of the psychometricians. Psychometrika, 71(3), 425–440. https://doi.org/10.1007/s11336-006-1447-6

Cronbach L. J. (1988). Five perspectives on validity argument. In Wainer H. Braun H. I. (Eds.), Test validity (pp. 3–17). Lawrence Erlbaum.

Fulcher G. Davidson F. (2009). Test architecture, test retrofit. Language Testing, 26(1), 123–144. https://doi.org/10.1177/0265532208097339

Fusella, P. V. (2013). Dynamic systems theory in cognitive science: Major elements, applications, and debates surrounding a revolutionary meta-theory. Dynamical Psychology. http://dynapsyc.org/2013/Fusella.pdf

Hahn, L. E. (Ed.)(1997). The philosophy of Hans-Georg Gadamer. Open Court.

Healy M. Perry C. (2000). Comprehensive criteria to judge validity and reliability of qualitative research within the realism paradigm. Qualitative Market Research, 3(3), 118–126. https://doi.org/10.1108/13522750010333861

Kane M. T. (1992). An argument-based approach to validity. Psychological Bulletin, 112(3), 527–535. https://doi.org/10.1037/0033-2909.112.3.527

Kuhn, T. S. (1962). The structure of scientific revolutions. University of Chicago Press.

McNamara T. Roever C. (2006). Language testing: The social dimension. Blackwell.

Messick S. (1989). Meaning and values in test validation: The science and ethics of assessment. Educational Researcher, 18(2), 5–11. https://doi.org/10.3102/0013189X018002005

Pearce F. Frauley J. (2007). Critical realism and the social sciences: Heterodox elaborations. University of Toronto Press. https://doi.org/10.3138/9781442684232

Schwandt T. A. (2000). Three epistemological stances for qualitative inquiry: Interpretivism, hermeneutics, and social constructivism. In Denzin N. K. Lincoln Y. S. (Eds.), Handbook of qualitative research (2nd ed., pp. 189–213). Sage.

Thelen, E., & Smith, L.B. (1994). A Dynamic systems approach to the development of cognition and action. The MIT Press.

Toulmin S. (1958). The uses of argument. Cambridge University Press.

van Geert, P. (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond. Psychological Review, 105(4), 634–677. https://doi.org/10.1037/0033-295X.105.4.634-677