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.

chapter 2|22 pages

Foundations of a New Test Theory

ByRobert J. Mislevy 19

chapter 3|38 pages

Cognitive Diagnosis: From Statistically Based Assessment Toward Theory-Based Assessment

ByDavid F. Lohman, Martin J. Ippel

chapter 4|20 pages

Repealing Rules That No Longer Apply to Psychological Measurement

ByDavid Thissen

chapter 6|30 pages

Psychrometric Models for Learning and Cognitive processes

BySusan Embretson

chapter 7|26 pages

Assessing Schema Knowledge

BySandra P. Marshall 155

chapter 8|38 pages

Learning Teaching,and Testing for Complex Conceptual Understanding

ByPaul J. Feltovich, Rand J. Spiro, Richard L. Coulson

chapter 9|24 pages

New Views of Student Learning: Implications for Educational Measurement

ByGeofferey N. Masters, Robert J. Mislevy

chapter 10|32 pages

Addressing Process Variables in Test Analysis

ByDrew H. Gitomer and Don Rock 243

chapter 11|22 pages

Cognitive Skill Representation

ByKentaro Yamamoto, Drew H. Gitomer

chapter 12|26 pages

Test Theory and the Behavioral Scaling of Test Performance

ByJohn B. Carroll

chapter 13|36 pages

A Generative Approach to Psychological and Educational Measurement

ByIsaac I. Bejar