Test Theory Reconceived [electronic resource] / Robert J. Mislevy.
Educational test theory consists of statistical and methodological tools to support inferences about examinees' knowledge, skills, and accomplishments. The evolution of test theory has been shaped by the nature of users' inferences which, until recently, have been framed almost exclusively...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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MARC
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| 100 | 1 | |a Mislevy, Robert J. | |
| 245 | 1 | 0 | |a Test Theory Reconceived |h [electronic resource] / |c Robert J. Mislevy. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1995. | ||
| 300 | |a 63 p. | ||
| 500 | |a ERIC Document Number: ED381582. | ||
| 500 | |a Sponsoring Agency: Office of Naval Research, Arlington, VA. Cognitive and Neural Sciences Div. |5 ericd. | ||
| 500 | |a Sponsoring Agency: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. |5 ericd. | ||
| 500 | |a Contract Number: N00014-91-J-4101. |5 ericd. | ||
| 500 | |a ERIC Note: Based on an invited address presented to the National Council of Measurement in Education (Atlanta, GA, April 12-16, 1993). |5 ericd. | ||
| 520 | |a Educational test theory consists of statistical and methodological tools to support inferences about examinees' knowledge, skills, and accomplishments. The evolution of test theory has been shaped by the nature of users' inferences which, until recently, have been framed almost exclusively in terms of trait and behavioral psychology. Progress in the methodology of test theory enabled users to extend the range of inference, sharpen their logic, and ground their interpretations more solidly within these psychological paradigms. In particular, the focus remained on students' overall tendency to perform in prespecified ways in prespecified domains of tasks; for example, to make correct answers to mixed-number subtraction problems. Developments in cognitive and developmental psychology broaden the range of desired inferences, especially to conjectures about the nature and acquisition of students' knowledge. Commensurately broader ranges of data-types and student models are entertained. The same underlying principles of inference that led to standard test theory can be applied to support inference in this broader universe of discourse. Familiar models and methods--sometimes extended, sometimes reinterpreted, sometimes applied to problems wholly different from those to which they were first devised--can play a useful role to this end. Contains three tables and seven figures. (Author) | ||
| 650 | 0 | 7 | |a Cognitive Psychology. |2 ericd. |
| 650 | 0 | 7 | |a Developmental Psychology. |2 ericd. |
| 650 | 1 | 7 | |a Educational Testing. |2 ericd. |
| 650 | 1 | 7 | |a Inferences. |2 ericd. |
| 650 | 1 | 7 | |a Research Methodology. |2 ericd. |
| 650 | 1 | 7 | |a Statistical Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Test Interpretation. |2 ericd. |
| 650 | 1 | 7 | |a Test Theory. |2 ericd. |
| 710 | 2 | |a Educational Testing Service. | |
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