Test Theory For A New Generation Of Tests

The editors of a new volume propose that traditional test theory is missing important elements related to how people acquire knowledge and skills. They suggest that alternative student models may be more suitable for different purposes. The volume explores various ways in which test theory can be expanded, including its role in relation to cognitive and educational psychology, test design, student modeling, test analysis, and the integration of assessment and instruction.

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.