Papers

Psychometric Change in Assessment Practice

Four Metaphors We Need to Understand Assessment
Author: Robert J. Mislevy
Abstract: This essay offers four metaphors that serve as facilitators for discussion surrounding assessment. The goal of this paper is to create a common "language" that can be used to talk about assessment and its implementation. View this paper

Assessment as Evidential Reasoning
Author: Joanna S. Gorin
Abstract: This essay argues for the expansion of the notion of assessment to include diverse sources of evidence. In particular, the author is concerned with assessments that can measure real world variables and factors. View this paper

Assessment in the Service of Teaching and Learning
Author: Clifford Hill
Abstract: This essay argues for assessments that evaluate individual learners with a view to improving individual instruction. The author's framework goes beyond computer adaptive testing into the development of a dual model for both testing and project components. View this paper

Testing in a Global Future
Author: Eva L. Baker
Abstract: This essay approaches the future of testing in a globalized context by addressing factors central to predicting the future of assessment. The roles of international comparisons, demography, knowledge expansion, job changes, and of technological growth are central to the author's analysis. View this paper

Technological Implications for Assessment Ecosystems: Opportunities for Digital Technology to Advance Assessment
Authors: John T. Behrens and Kristen E. DiCerbo
Abstract: This essay explores how technology promises to shape the future of assessment. The authors discuss the nature of data and its role in human self-awareness. View this paper

Toward the Relational Management of Educational Measurement Data
Author: Greg K. W. K. Chung
Abstract: This essay conceptualizes how technology can be used to help assessment individualize instruction. The author explores how to leverage individualized data to measure what students understand and can do, to derive meaningful measures of cognitive and affective processes, and to develop capabilities for precise diagnosis and targeting of instruction. View this paper