ABSTRACT
Important to the evolution and practice of instructional design (ID) are the paradigms employed for conducting educational measurement and evaluation. Such paradigms provide the tools and methodologies for assessing learner abilities and needs in using different technologies, and for conducting evaluations to determine the effectiveness and ways of improving educational programs. But, just as measurement has shaped instructional design, instructional design has had a profound influence on measurement practices, specifically, through the phenomenal growth during the past two decades in the power and sophistication of computing resources. As we see later, such advancements have led to the development of computer-based adaptive tests and "intelligent" measurement that diagnoses learner needs online as instructional programs are delivered (Bunderson, Inouye, & Olsen, 1989; Olsen, 1990).
