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-standing classical test theory. Criterion-referenced tests are achievement-oriented tests, such as tests used in regular teaching at various levels of schools to distinguish whether students have mastered the material; tests to determine whether junior and senior high school students have reached graduation standards; recruitment and selection tests in various industries and trades; qualification certification tests; 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 by a considerable margin. 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 it is suitable for both norm-referenced tests and criterion-referenced tests. As a result, criterion-referenced tests have found theoretical foundations and methodological approaches suitable for them. To reflect this development in educational measurement, the author has supplemented the eleventh and twelfth chapters. 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, since the currently most widely applied model in item response theory is the binary-scored response model, and due to its complex computational procedures, the classical test theory, which has played a significant role, continues to be in use. This is also the reason why this book primarily focuses on introducing classical test theory.