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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