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ERIC Number: ED361405
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 46
Abstractor: N/A
Reference Count: N/A
A Framework for Developing Assessments That Aid Instructional Decisions.
Nichols, Paul D.
This paper is an attempt to organize the many loosely connected efforts to develop psychology-referenced assessments, focusing on the development of assessments to guide specific instructional decisions, sometimes referred to as diagnostic assessments. Many of the arguments apply to program evaluation as well, because assessments that reveal the mechanisms test takers use in responding to items or tasks provide important information on whether instruction is achieving its academic goals. Tests intended to select students for a particular educational institution of program are not considered. Societal trends that motivate the development of psychology-referenced assessment are outlined, and a framework is introduced within which the psychological and statistical aspects of an assessment can be coordinated. Efforts to develop psychology-referenced assessments are summarized in a five-step methodology that can guide future development efforts. Five tables and three figures illustrate the discussion. (SLD)
ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Coll. Testing Program, Iowa City, IA.