Test Theory for a New Generation of Tests

By Robert J. Mislevy; Norman Frederiksen et al. | Go to book overview

Test Theory for a New Generation of Tests

Edited by

Norman Frederiksen
Robert J. Mislevy
Isaac I. Bejar

Educational Testing Service

LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS

1993 Hillsdale, New Jersey Hove and London

-i-

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Test Theory for a New Generation of Tests
Table of contents

Table of contents

  • Title Page i
  • Contents v
  • Introduction ix
  • References xi
  • 1 - Cognitive Psychology, New Test Design, and New Test Theory: An Introduction 1
  • Conclusion and Challenge 12
  • 2 - Foundations of a New Test Theory 19
  • Introduction 19
  • Conclusion 34
  • References 36
  • 3 - Cognitive Diagnosis: from Statistically Based Assessment Toward Theory-Based Assessment 41
  • Introduction 41
  • References 69
  • Comments on Chapters 1-3 72
  • Conclusion 77
  • 4 - Repealing Rules That No Longer Apply to Psychological Measurement 79
  • References 96
  • 5 - Toward Intelligent Assessment: An Integration of Constructed-Response Testing, Artificial Intelligence, and Model-Based Measurement 99
  • References 122
  • 6 - Psychometric Models for Learning and Cognitive Processes 125
  • Comments on Chapters 4-6 151
  • 7 - Assessing Schema Knowledge 155
  • References 180
  • 8 - Learning, Teaching, and Testing for Complex Conceptual Understanding 181
  • Introduction 181
  • Conclusion 213
  • Acknowledgments 215
  • 9 - New Views of Student Learning: Implications for Educational Measurement 219
  • Introduction 219
  • Conclusion 239
  • References 241
  • 10 - Addressing Process Variables in Test Analysis 243
  • Introduction 243
  • Acknowledgments 267
  • References 268
  • Comments on Chapters 7-10 269
  • References 274
  • 11 - Application of a Hybrid Model to a Test of Cognitive Skill Representation 275
  • References 294
  • 12 - Test Theory and the Behavioral Scaling of Test Performance 297
  • References 322
  • 13 - A Generative Approach to Psychological and Educational Measurement 323
  • Conclusions 347
  • References 352
  • 14 - Representations of Ability Structures: Implications for Testing 359
  • Introduction 359
  • Conclusions 382
  • References 384
  • Comments on Chapters 11-14 385
  • Author Index 391
  • Subject Index 401
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