By Ronald K. Hambleton, Jac. N. Zaal
Over the final two decades there were a number of technical advances and adjustments within the box of academic and mental trying out. in accordance with Anne Anastasi, the last decade of the 1980's has been a interval of surprising advances in ,psychological trying out. Technological development, theoretical sophistication, and lengthening professional fessional accountability are all obtrusive within the fast-moving occasions during this box (A. Anastasi, mental checking out, 6th variation. ny: Macmillan, 1988). at the psychometric entrance, advances in issues akin to merchandise reaction idea, criterion-referenced dimension, generalizability theory,· analy sis of covariance buildings, and validity generalization are reshaping the ways in which skill and success exams are developed and evaluated, and that attempt ratings are interpreted. yet \Jsychometric advances, as gigantic and significant as they've been, are just a fragment of the key alterations within the box of checking out. this day, for instance, the pc is significantly chang ing the ways that assessments are built, administered, and scored. pcs are getting used to manage exams "adaptively." that's, the series of questions an examinee is run relies on his or her functionality on previous administered goods within the try. exams are "adapted" to the power degrees of the examinees who're being assessed. One result's shorter checks with very little loss in size precision. desktops also are getting used to shop or financial institution try out goods. Later, goods of curiosity will be chosen, and the pc is used to print copies of the test.
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Extra info for Advances in Educational and Psychological Testing: Theory and Applications
Of course, the appropriateness of the estimate of p~i) will depend on the validity of the two assumptions. The first assumption is quite reasonable. Assume there exists a sampling distribution of possible test scores for an examinee with a given true score. Variation in scores across occasions is due to errors of measurement. The first assumption is satisfied if the sampling distribution applies equally well to the examinee for both test administrations, and if the scores are randomly drawn from the distribution.
Boston, MA: Kluwer Academic Publishers. Hambleton, R. , & Eignor, D. R. (1978). Guidelines for evaluating criterionreferenced tests and test manuals. Journal of Educational Measurement 15: 321-327. Hambleton, R. , Mills, C. , & Simon, R. (1983). Determining the lengths for criterion-referenced tests. Journal of Educational Measurement 20(1):27-38. Hambleton, R. , & Novick, M. R. (1973). Toward an integration of theory and method for criterion-referenced tests. Journal of Educational Measurement 10: 159-171.
Toward an integration of theory and method for criterion-referenced tests. Journal of Educational Measurement 10: 159-171. Hambleton, R. , & Powell, S. (1983). A framework for viewing the process of standard-setting. Evaluation & the Health Professions 6:3-24. Hambleton, R. , & Swaminathan, H. (1985). Item response theory: Principles and applications. Boston, MA: Kluwer Academic Publishers. Hambleton, R. , & Coulson, D. B. (1978). Criterion-referenced testing and measurement: A review of technical issues and developments.