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A. Corinne Huggins-Manley; Brandon M. Booth; Sidney K. D'Mello – Journal of Educational Measurement, 2022
The field of educational measurement places validity and fairness as central concepts of assessment quality. Prior research has proposed embedding fairness arguments within argument-based validity processes, particularly when fairness is conceived as comparability in assessment properties across groups. However, we argue that a more flexible…
Descriptors: Educational Assessment, Persuasive Discourse, Validity, Artificial Intelligence
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Dorsey, David W.; Michaels, Hillary R. – Journal of Educational Measurement, 2022
We have dramatically advanced our ability to create rich, complex, and effective assessments across a range of uses through technology advancement. Artificial Intelligence (AI) enabled assessments represent one such area of advancement--one that has captured our collective interest and imagination. Scientists and practitioners within the domains…
Descriptors: Validity, Ethics, Artificial Intelligence, Evaluation Methods
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Almond, Russell G.; DiBello, Louis V.; Moulder, Brad; Zapata-Rivera, Juan-Diego – Journal of Educational Measurement, 2007
This paper defines Bayesian network models and examines their applications to IRT-based cognitive diagnostic modeling. These models are especially suited to building inference engines designed to be synchronous with the finer grained student models that arise in skills diagnostic assessment. Aspects of the theory and use of Bayesian network models…
Descriptors: Inferences, Models, Item Response Theory, Cognitive Measurement
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Gitomer, Drew H.; Yamamoto, Kentaro – Journal of Educational Measurement, 1991
A model integrating latent trait and latent class theories in characterizing individual performance on the basis of qualitative understanding is presented. This HYBRID model is illustrated through experiments with 119 Air Force technicians taking a paper-and-pencil test and 136 Air Force technicians taking a computerized test. (SLD)
Descriptors: Comparative Testing, Computer Assisted Testing, Educational Assessment, Item Response Theory
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Johnson, Sandra; Bell, John F. – Journal of Educational Measurement, 1985
The assessment framework underlying a science performance monitoring program is process-oriented and intended to appeal to generalizability theory for a suitable estimation paradigm. Preliminary applications are described. Results suggest that computerized question-banking, domain-sampling of questions, and generalizablity theory together provide…
Descriptors: Academic Achievement, Computer Assisted Testing, Educational Assessment, Foreign Countries