By Ronald K. Hambleton, Jac. N. Zaal
Over the final two decades there were loads of technical advances and alterations within the box of academic and mental checking out. in line with Anne Anastasi, the last decade of the 1980's has been a interval of bizarre advances in ,psychological trying out. Technological growth, theoretical sophistication, and lengthening seasoned fessional accountability are all glaring within the fast-moving occasions during this box (A. Anastasi, mental checking out, 6th version. ny: Macmillan, 1988). at the psychometric entrance, advances in issues comparable to merchandise reaction concept, criterion-referenced size, generalizability theory,· analy sis of covariance buildings, and validity generalization are reshaping the ways in which skill and success checks are developed and evaluated, and that try out rankings are interpreted. yet \Jsychometric advances, as tremendous and critical as they've been, are just a fragment of the foremost 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 checks "adaptively." that's, the series of questions an examinee is run is determined by his or her functionality on previous administered goods within the try. checks are "adapted" to the power degrees of the examinees who're being assessed. One result's shorter checks with very little loss in dimension precision. pcs also are getting used to shop or financial institution try goods. Later, goods of curiosity should be chosen, and the pc is used to print copies of the test.
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Additional resources for Advances in Educational and Psychological Testing: Theory and Applications
1978). The case for norm-referenced measurements. Educational Researcher 7:3-5. Eignor, D. , & Hambleton, R. K. (1979). Effects of test length and advancement score on several criterion-referenced test reliability and validity indices (Laboratory of Psychometric and Evaluative Research Report No. 86). Amherst, MA: School of Education, University of Massachusetts. R. (1983). The meaning of content validity. Applied Psychological Measurement 7:3-13. Glaser, R. (1963). Instructional technology and the measurement of learning outcomes: Some questions.
The test is administered to this group, and the median test score for the group may be taken as the standard. Alternately, it may be decided to pass more or less than 50 percent of the minimally competent examinees. Contrasting Groups Method. Once judges have defined minimally acceptable performance for the domain specification being assessed, the judges are asked to identify those examinees they are certain are either masters or nonmasters in relation to the specified domain of content or behaviors.
Advances in criterion-referenced testing technology. In C. R. Reynolds & T. ), Handbook of school psychology. New York: Wiley, pp. 351-379. - - - - . (1984a). Validating the test scores. In R. A. ), A guide to criterion-referenced test construction. Baltimore, MD: The Johns Hopkins 40 METHODOLOGICAL ADVANCES University Press, pp. 199-230. - - - - . (1984b). Determining test lengths. In R. A. ), A guide to criterion-referenced test construction. Baltimore, MD: The Johns Hopkins University Press, pp.