Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. Based on this necessity, OECD measured collaborative problem-solving (CPS) competencies of 15-year-old students from the countries…

This book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress…

This study examines the relationship between delivery models (the class size reduction model and the sheltered instruction model) and language development levels on the grade-level reading development of sixth-grade English learners (ELs) attending public middle schools in metro Atlanta, Georgia. The instrument used to measure grade-level mastery…

This paper uses log-linear models with latent variables (Hagenaars, in "Loglinear Models with Latent Variables," 1993) to define a family of cognitive diagnosis models. In doing so, the relationship between many common models is explicitly defined and discussed. In addition, because the log-linear model with latent variables is a general model for…

Although substantial attention has been directed toward building the psychometric evidence base for academic assessment methods (e.g., state mastery tests, curriculum-based measurement), similar examination of behavior assessment methods has been comparatively limited, particularly with regard to assessment purposes most desirable within…

The purpose of this paper is to derive optimal rules for sequential mastery tests. In a sequential mastery test, the decision is to classify a subject as a master or a nonmaster, or to continue sampling and administering another random test item. The framework of minimax sequential decision theory (minimum information approach) is used; that is,…

Consider test data, a specified set of dichotomous skills measured by the test, and an IRT cognitive diagnosis model (ICDM). Statistical estimation of the data set using the ICDM can provide examinee estimates of mastery for these skills, referred to generally as attributes. With such detailed information about each examinee, future instruction…

Two approaches to criterion-referenced measurement are described and contrasted--domain-referenced testing and mastery testing. This paper is organized according to ten issues or stages in test construction: (1) content domain specification; (2) item construction; (3) item domain specification; (4) item analysis; (5) item selection; (6) parallel…

A variety of practical applications of item characteristic curve test theory are discussed. Among these applications are tailored testing, two stage testing, determining whether two tests measure the same latent trait, and measuring item bias towards minority or other groups. (Author/JKS)

Curriculum-based assessment (CBA) measures have become a frequently used assessment tool of school psychologists to assess the academic performance functioning of students in the basic skill areas of reading, mathematics, spelling, and written expression. The purpose of this article is to provide an overview of the different approaches to CBA,…

An optimal unbiased classification rule is proposed based on a longitudinal model for the measurement of change in ability. In general, the rule predicts future level of knowledge by using information about level of knowledge at entrance, its rate of growth, and the amount of within-individual variation. (SLD)

Latent class models for mastery testing differ from continuum models in that they do not postulate a latent mastery continuum but conceive mastery and non-mastery as two latent classes, each characterized by different probabilities of success. Several researchers use a simple latent class model that is basically a simultaneous application of the…

The setting of a cut-off score on a mastery test usually involves a consideration of one or more of the following elements: (1) the distribution of observed test scores; (2) the type of mastery criterion used; (3) the level of acceptable risks of mis-classification; (4) the loss of functions of mis-classifications; and (5) the distribution of true…

Examines ways in which intelligent tutoring systems can be used to develop models of a student's domain knowledge, problem solving abilities, and learning strategies. Cognitive skills assessment is discussed, and an example of a problem based tutoring system, Qualitative Understanding of Electrical System Troubleshooting (QUEST), is explained. (25…