Integrate measurement knowledge with knowledge about instructional psychology for instructional decision-making¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper concludes that "for purposes of instruction and instructional decision-making, there is a need for the integration of measurement knowledge with knowledge about instructional psychology". Test construction knowledge must be integrated with psychological knowledge and theory so that decisions about required performance levels rest on empirical findings rather than subjective judgment or poorly constructed tests.

Design Implications¶

Context¶

Requirements¶

• Proper analysis before test construction, including behavioral and task analysis, task construction, and domain specification, replacing the art of item writing with item-writing technology.

Constraints¶

• The paper warns that failure to perform proper analysis leads to assessing only those educational goals that are easily measured.

Target Learners¶

• learners in instructional programs whose decisions depend on test information

Target Learning Objectives¶

• sound instructional decisions about individual competence and instructional adequacy

Claims¶

• Criterion Referenced Tests Need Construct Validation [+W]

Related Principles¶

Examples¶

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Key Sources¶

• Nitko, Anthony J. (1970). Criterion-Referenced Testing in the Context of Instruction. https://eric.ed.gov/?id=ED047010