Textbook for Advanced Normal Schools — Educational Measurement (Revised Edition)

Author: Wang Xiaoling
Publisher:
Publish Date: 2005-08-01
Features: Norm-referenced tests are selective and competitive tests. These tests have always been based on the long-established classical test theory. Criterion-referenced tests are achievement-based tests, such as tests used in regular teaching to distinguish whether students have mastered certain content; tests to determine whether junior and senior high school students have reached graduation standards; recruitment and selection tests in various industries and professions; qualification certification tests; and professional license tests, etc. Their application scope is broader than that of norm-referenced tests. However, since classical test theory is fundamentally unsuitable for criterion-referenced tests, the development of theory and operational techniques for criterion-referenced tests has lagged far behind that of norm-referenced tests. Item response theory is a new emerging theory in modern educational and psychological testing. Its theory and operational techniques are significantly superior to classical test theory and are suitable for both norm-referenced and criterion-referenced tests. As a result, criterion-referenced tests have found theoretical foundations and methodological approaches that are suitable for them. To reflect this development in educational measurement, the author has supplemented Chapters 11 and 12. Based on the superiority of item response theory and the limitations of classical test theory, it can be inferred that item response theory may eventually replace classical test theory. However, the currently most widely applied version of item response theory is the binary scoring model, and its computational procedures are complex. Therefore, the classical test theory, which has played a significant role in the past, continues to be in use. This is also the reason why this book primarily focuses on introducing classical test theory.