NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149574
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: ERIC
ISSN: ISSN-0969-594X
Learning Theory and Psychometrics: Room for Growth
Briggs, Derek C.
Assessment in Education: Principles, Policy & Practice, v24 n3 p351-358 2017
In the United States, students have historically taken large-scale assessments for many different purposes. One purpose that is shared with many other countries is a desire to monitor aggregate trends in educational attainment in core subject domains such as literacy, mathematics, and science. In this commentary, the author examines testing, assessment, and educational accountability in the United States over the 14-year period from 2002 to 2016. He argues that the need for large-scale assessment designs directly informed by theories of learning have increased over this period. The reason for this is a shift in the purpose and use of educational assessments. In the past, assessments in the U.S. had been used primarily to monitor what students have learned; however in the present there is a greater desire to use them to monitor and evaluate what students are learning. This shift in emphasis, the author argues, has opened a space for learning theory to play a bigger role in not only assessment design, but in psychometric theory and practice. [This article is a commentary on Jo-Anne Baird, et al.'s "Assessment and Learning: Fields Apart" (EJ1149539).]
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A