Test Theory for a New Generation of Tests
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The editors of this volume suggest that there are missing elements in the conceptualization upon which standard test theory is based. Those elements are models for just how people know what they know and do what they can do, and the ways in which they increase these capacities. Different models are useful for different purposes; therefore, broader or alternative student models may be appropriate. The chapters in this volume consider a variety of directions in which standard test theory might be extended. Topics covered include: the role of test theory in light of recent work in cognitive and educational psychology, test design, student modeling, test analysis, and the integration of assessment and instruction.
Introduction1Cognitive Psychology, New Test Design, and New Test Theory: An Introduction12Foundations of a New Test Theory193Cognitive Diagnosis: From Statistically Based Assessment Toward Theory-Based Assessment41Comments on Chapters 1-3724Repealing Rules That No Longer Apply to Psychological Measurement795Toward Intelligent Assessment: An Integration of Constructed-Response Testing, Artificial Intelligence, and Model-Based Measurement996Psychometric Models for Learning and Cognitive Processes125Comments on Chapters 4-61517Assessing Schema Knowledge1558Learning, Teaching, and Testing for Complex Conceptual Understanding1819New Views of Student Learning: Implications for Educational Measurement21910Addressing Process Variables in Test Analysis243Comments on Chapters 7-1026911Application of a HYBRID Model to a Test of Cognitive Skill Representation27512Test Theory and the Behavioral Scaling of Test Performance29713A Generative Approach to Psychological and Educational Measurement32314Representations of Ability Structures: Implications for Testing359Comments on Chapters 11-14385Author Index391Subject Index401
