ABSTRACT
The purpose of the conference on Cognitive Issues in Measurement was to explore cognitive diagnosis, or new methods for determining what a learner knows, understands, and can do in order to further learning and performance. That cognitive diagnosis means something different to each participant became obvious with each presentation. The three chapters discussed here (by Regian & Schneider, by Lesgold, Lajoie, Logan & Eggan, and by C. Frederiksen & Breuleux) clearly illustrate those differences. They also share important commonalities that distinguish them as a group from traditional psychometric approaches to ability or achievement testing.
