Methodological perspectives: Standardized (summative) or contextualized (formative) evaluation? by Richard J. Shavelson

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Modeling and Measuring Domain-Specific Quantitative Reasoning in Higher Education Business and Economics by Susanne Schmidt, Olga Zlatkin-Troitschanskaia, Richard J. Shavelson

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Expanding the Notion of Assessment Shell: From Task Development Tool to Instrument for Guiding the Process of Science Assessment Development by Guillermo Solano-Flores, Richard J. Shavelson, Steven A. Schneider

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Performance Assessment of Critical Thinking: Conceptualization, Design, and Implementation by Henry I. Braun, Richard J. Shavelson, Olga Zlatkin-Troitschanskaia, Katrina Borowiec

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Context Matters: Volunteer Bias, Small Sample Size, and the Value of Comparison Groups in the Assessment of Research-Based Undergraduate Introductory Biology Lab Courses by Sara E. Brownell, Matthew J. Kloser, Tadashi Fukami, Richard J. Shavelson

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The complex relationship between students’ critical thinking and epistemological beliefs in the context of problem solving by Heidi Hyytinen, Katariina Holma, Auli Toom, Richard J. Shavelson, Sari Lindblom-Ylänne

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The Role of Students’ Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments by Olga Zlatkin-Troitschanskaia, Klaus Beck, Jennifer Fischer, Dominik Braunheim, Susanne Schmidt, Richard J. Shavelson

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Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence by Dimitri Molerov, Olga Zlatkin-Troitschanskaia, Marie-Theres Nagel, Sebastian Brückner, Susanne Schmidt, Richard J. Shavelson

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Measuring Student Learning in Technical Programs by Benjamin W. Domingue, David Lang, Martha Cuevas, Melisa Castellanos, Carolina Lopera, Julián P. Mariño, Adriana Molina, Richard J. Shavelson

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