The changing conception of measurement in education and psychology

Van der Linden, Wim J.
1986
Thumbnail Image

View/Download File

v10n4p325.pdf (945.77 KB)

Persistent link to this item

https://hdl.handle.net/11299/102825
Statistics
View Statistics

Journal Title

Journal ISSN

Volume Title

Title

The changing conception of measurement in education and psychology

Authors

Published Date

1986

Publisher

Type

Article

Abstract

Since the era of Binet and Spearman, classical test theory and the ideal of the standard test have gone hand in hand, in part because both are based on the same paradigm of experimental control by manipulation and randomization. Their longevity is a consequence of this mutually beneficial symbiosis. A new type of theory and practice in testing is replacing the standard test by the test item bank, and classical test theory by item response theory. In this paper it is shown how these also reinforce and complete each other.

Keywords

Description

Related to

Replaces

License

Collections

Applied Psychological Measurement, Volume 10, 1986

Series/Report Number

Funding information

Isbn identifier

Doi identifier

Previously Published Citation

Van der Linden, Wim J. (1986). The changing conception of measurement in education and psychology. Applied Psychological Measurement, 10, 325-332. doi:10.1177/014662168601000401

Other identifiers

doi:10.1177/014662168601000401

Suggested citation

Van der Linden, Wim J.. (1986). The changing conception of measurement in education and psychology. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/102825.

Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.