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ERIC Number: ED376180
Record Type: RIE
Publication Date: 1994-May
Pages: 66
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Test Theory Reconceived. Project 2.4 Quantitative Models To Monitor the Status and Progress of Learning and Performance and Their Antecedents.
Mislevy, Robert J.
Test theory encompasses models and methods for drawing inferences about what students know and can do, cast in a framework of ideas from measurement, education, and psychology. The emerging paradigm of cognitive psychology prompts new considerations about collecting and interpreting evidence, suggesting alternative models for the nature, acquisition, and assessment of competence. Aspects of the models and methods that have been developed in the framework of standard test theory can be extended to the new discourse about student learning, but it is necessary to disentangle statistics from psychology, and to distinguish how we are reasoning from what we are reasoning about. Toward this end, the interplay of reasoning per se and the universe of discourse in which a problem is framed are discussed. Educational testing within alternative psychological paradigms and the inferential tasks entailed are considered. Implications of cognitive psychology for test theory are discussed and illustrated with examples from current projects. Five figures and six tables illustrate the discussion. (Contains 90 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Office of Naval Research, Washington, DC.; Educational Testing Service, Princeton, NJ.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Note: Version of a paper presented at the Annual Meeting of the National Council of Measurement in Education (Atlanta, GA, April 13-15, 1993).