Paperback : £46.17
Since the mid-80s several laboratories around the world have been developing techniques for the operational use of tests derived from item-generation. According to the experts, the major thrust of test development in the next decade will be the harnessing of item generation technology to the production of computer developed tests. This is expected to revolutionize the way in which tests are constructed and delivered.
This book is a compilation of the papers presented at a symposium held at ETS in Princeton, attended by the world's foremost experts in item-generation theory and practice. Its goal is to present the major applications of cognitive principles in the construction of ability, aptitude, and achievement tests. It is an intellectual contribution to test development that is unique, with great potential for changing the ways tests are generated. The intended market includes professional educators and psychologists interested in test generation.
Since the mid-80s several laboratories around the world have been developing techniques for the operational use of tests derived from item-generation. According to the experts, the major thrust of test development in the next decade will be the harnessing of item generation technology to the production of computer developed tests. This is expected to revolutionize the way in which tests are constructed and delivered.
This book is a compilation of the papers presented at a symposium held at ETS in Princeton, attended by the world's foremost experts in item-generation theory and practice. Its goal is to present the major applications of cognitive principles in the construction of ability, aptitude, and achievement tests. It is an intellectual contribution to test development that is unique, with great potential for changing the ways tests are generated. The intended market includes professional educators and psychologists interested in test generation.
Contents: H. Braun, Foreword. S.H. Irvine, Item Generation for Test Development: An Introduction. Prologue and Epilogue: Remembering Samuel J. Messick. Part I:Psychometric and Cognitive Theory of Item Generation.S.H. Irvine, The Foundations of Item Generation for Mass Testing. S. Newstead, P. Bradon, S. Handley, J. Evans, I. Dennis, Using the Psychology of Reasoning to Predict the Difficulty of Analytical Reasoning Problems. I. Dennis, S. Handley, P. Bradon, J. Evans, S. Newstead, Approaches to Modeling Item-Generative Tests. L. Swanson, Discussant Remarks. Discussion. Part II:Construct-Oriented Approaches to Item Generation.R.J. Mislevy, L.S. Steinberg, R.G. Almond, On the Roles of Task Model Variables in Assessment Design. M.K. Enright, K.M. Sheehan, Modeling the Difficulty of Quantitative Reasoning Items: Implications for Item Generation. L.F. Hornke, Item-Generation Models for Higher Order Cognitive Functions. C. Lewis, Discussant Remarks. Discussion. Part III:From Theory to Implementation.I.I. Bejar, Generative Testing: From Conception to Implementation. S.E. Embretson, Generating Abstract Reasoning Items With Cognitive Theory. P.C. Kyllonen, Item Generation for Repeated Testing of Human Performance. D. Wright, Scoring Tests When Items Have Been Generated. H. Wainer, On the Automatic Generation of Test Items: Some Whens, Whys, and Hows. Part IV:Applications of Item-Generative Principles.D. Bartram, The MICROPAT Pilot Selection Battery: Applications of Generative Techniques for Item-Based and Task-Based Tests. K-M. Goeters, B. Lorenz, On the Implementation of Item Generation Principles for the Design of Aptitude Testing in Aviation. M.K. Singley, R.E. Bennett, Item Generation and Beyond: Applications of Schema Theory to Mathematics Assessment. R. Morgan, Discussant Remarks. Discussion.
Irvine, Sidney H.; Kyllonen, Patrick C.
"Item Generation for Test Development is an achievement in the
field of psychometrics. The compilation of the efforts made by the
book's authors serve as a resource and inspiration to educators and
psychologists who strive to create solid, secure, convenient
parallel tests. Individuals who want to learn more about designing
rigorous tests with parallel forms should read this book."
—Contemporary Psychology
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