We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…

Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric…

We describe the conceptualization, development, and piloting of two instruments--a survey and a scenario-based assessment--designed to assess, teachers' recognition of an obligation to the discipline of mathematics and the extent to which teachers justify actions that deviate from what is normative on account of this obligation. We show how we…

This study examines the use of cross-classified random effects models (CCrem) and cross-classified multiple membership random effects models (CCMMrem) to model rater bias and estimate teacher effectiveness. Effect estimates are compared using CTT versus item response theory (IRT) scaling methods and three models (i.e., conventional multilevel…

Recently, there has been an increasing level of interest in subscores for their potential diagnostic value. Haberman suggested a method based on classical test theory to determine whether subscores have added value over total scores. In this article I first provide a rich collection of results regarding when subscores were found to have added…

Crossing, or intersecting, differential item functioning (DIF) is a form of nonuniform DIF that exists when the sign of the between-group difference in expected item performance changes across the latent trait continuum. The presence of crossing DIF presents a problem for many statistics developed for evaluating DIF because positive and negative…

Much has already been written on the controversies surrounding the use of different test theories in educational assessment. Other authors have noted the prevalence of classical test theory over item response theory in practice. This Special Issue draws together articles based upon work conducted on the Reliability Programme for England's…

Schools and teacher induction programs around the world routinely assess teaching best practice to inform accreditation, tenure/promotion, and professional development decisions. Routine assessment is also necessary to ensure that teachers entering the profession get the assistance they need to develop and succeed. We introduce the Item-Level…

Many tests used in educational settings to identify learning difficulties endeavour to pick up only the lowest performers. Yet these tests are generally developed within a Classical Test Theory (CTT) paradigm that assumes that data do not have significant skew. Rasch analysis is more tolerant of skew and was used to validate two newly developed…

Any examination that involves moderate to high stakes implications for examinees should be psychometrically sound and legally defensible. Currently, there are two broad and competing families of test theories that are used to score examination data. The majority of instructors outside the high-stakes testing arena rely on classical test theory…

In 1997, based on the amendments to Individuals with Disabilities Education Act (IDEA), all states were faced with a statutory requirement to develop and implement alternate assessments for students with disabilities unable to participate in the statewide large-scale assessment. States were given the challenge of creating, implementing, and…

Concept inventories (CIs)--typically multiple-choice instruments that focus on a single or small subset of closely related topics--have been used in science education for more than a decade. This paper describes the development and validation of a new CI for astronomy, the "Star Properties Concept Inventory" (SPCI). Questions cover the areas of…

Research on the graphical facilitation of probabilistic reasoning has been characterised by the effort expended to identify valid assessment tools. The authors developed an assessment instrument to compare reasoning performances when problems were presented in verbal-numerical and graphical-pictorial formats. A sample of undergraduate psychology…

In this paper, we develop a new curvilinear equating for the nonequivalent groups with anchor test (NEAT) design under the assumption of the classical test theory model, that we name curvilinear Levine observed score equating. In fact, by applying both the kernel equating framework and the mean preserving linear transformation of…

This article presents the author's observations on Neil Dorans's NCME Career Award Address: "The Contestant Perspective on Taking Tests: Emanations from the Statue within." He calls attention to some points that Dr. Dorans made in his address, and offers his thoughts in response.