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Download full textMislevy, Robert J.; And Others – 1991
The view of learning that underlies standard test theory is inconsistent with the view rapidly emerging from cognitive and educational psychology. Learners become more competent not simply by learning more facts and skills, but by reconfiguring their knowledge; by "chunking" information to reduce memory loads; and by developing…
Descriptors: Cognitive Psychology, Comprehension, Constructivism (Learning), Educational Assessment
