ABSTRACT
Recent developments in cognitive theory suggest that new achievement tests must reflect several important aspects of performance, including the cognitive processes underlying problem solving, dynamic changes in students’ strategies, and the structure or representation of knowledge and cognitive skills (Glaser, 1985). These measurement objectives require a new test theory that is both qualitative and quantitative in nature. Achievement measures must be both descriptive and interpretable in terms of the processes that determine performance. Traditional test theories have shown a long history of contributions to American education through supporting norm-referenced and criterion-referenced testing.
