ABSTRACT
In concert with the increasing dedication of resources over the past 10 years to the assessment of students for accountability purposes, there has been a growing awareness of the need for assessments to serve learning. The impetus for this latter trend has been a reaction not only to the increased levels of assessment for accountability purposes but also to progress in cognitive psychology. As our understanding of how students learn and the potential role of assessment in this learning process has developed, there has been a growing emphasis on designing measurement models and developing assessments that provide information about student cognitive processes, and student growth (Chudowsky & Pellegrino, 2003; National Research Council, 2001; Wilson & Adams, 1996; Wilson & Sloane, 2000).
