ABSTRACT
An adjunct to the increased emphasis on developing students' critical thinking and higher order skills is the need for methods to monitor and evaluate these abilities. These papers provide insight into current techniques and examine possibilities for the future. The contributors to Diagnostic Monitoring of Skill and Knowledge Acquisition focus on two beliefs: that new kinds of tests and assessment methods are needed; and that instruction and learning can be improved by developing new assessment methods based on work in cognitive science.
TABLE OF CONTENTS
chapter 4|13 pages
Reformulating Testing to Measure Learning and Thinking
Comments on Chapters 1, 2, and 3
chapter 11|46 pages
Trace Analysis and Spatial Reasoning
An Example of Intensive Cognitive Diagnosis and Its Implications for Testing
chapter 15|13 pages
Diagnostic Approaches to Learning: Measuring What, How, and How Much
Comments on Chapters 12,13, and 14
chapter 16|26 pages
Diagnostic Testing by Measuring Learning Processes
Psychometric Considerations for Dynamic Testing
