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| Introduction | p. ix |
| References | p. xi |
| Cognitive Psychology, New Test Design, and New Test Theory: An Introduction | p. 1 |
| Conclusion and Challenge | p. 12 |
| Foundations of a New Test Theory | p. 19 |
| Introduction | p. 19 |
| Conclusion | p. 34 |
| References | p. 36 |
| Introduction | p. 41 |
| Cognitive Diagnosis: from Statistically Based Assessment Toward Theory-Based Assessment | p. 41 |
| References | p. 69 |
| Comments on Chapters 1-3 | p. 72 |
| Conclusion | p. 77 |
| Repealing Rules That No Longer Apply to Psychological Measurement | p. 79 |
| References | p. 96 |
| Toward Intelligent Assessment: An Integration of Constructed-Response Testing, Artificial Intelligence, and Model-Based Measurement | p. 99 |
| References | p. 122 |
| Psychometric Models for Learning and Cognitive Processes | p. 125 |
| Comments on Chapters 4-6 | p. 151 |
| Assessing Schema Knowledge | p. 155 |
| References | p. 180 |
| Learning, Teaching, and Testing for Complex Conceptual Understanding | p. 181 |
| Introduction | p. 181 |
| Conclusion | p. 213 |
| Acknowledgments | p. 215 |
| New Views of Student Learning: Implications for Educational Measurement | p. 219 |
| Introduction | p. 219 |
| Conclusion | p. 239 |
| References | p. 241 |
| Addressing Process Variables in Test Analysis | p. 243 |
| Introduction | p. 243 |
| Acknowledgments | p. 267 |
| References | p. 268 |
| Comments on Chapters 7-10 | p. 269 |
| References | p. 274 |
| Application of a Hybrid Model to a Test of Cognitive Skill Representation | p. 275 |
| References | p. 294 |
| Test Theory and the Behavioral Scaling of Test Performance | p. 297 |
| References | p. 322 |
| A Generative Approach to Psychological and Educational Measurement | p. 323 |
| Conclusions | p. 347 |
| References | p. 352 |
| Introduction | p. 359 |
| Representations of Ability Structures: Implications for Testing | p. 359 |
| Conclusions | p. 382 |
| References | p. 384 |
| Comments on Chapters 11-14 | p. 385 |
| Author Index | p. 391 |
| Subject Index | p. 401 |
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