Jacqueline P. Leighton

The Learning Sciences in Educational Assessment: The Learning Sciences in Educational Assessment: An Introduction

Victor Hugo is credited with stating that “There is nothing more powerful than an idea whose time has come.” In educational achievement testing,1 a multi-billion-dollar activity with profound implications for individuals, governments, and countries, the idea whose time has come, it seems, is that large-scale achievement tests must be designed according to the science of human learning. Why this idea, and why now? To begin to set a context for this idea and this question, a litany of research studies and public policy reports can be cited to make the simple point that students in the United States and abroad are performing relatively poorly in relation to expected standards and projected economic growth requirements (e.g., American Association for the Advancement of Science, 1993; Chen, Gorin, Thompson, & Tatsuoka, 2008; Grigg, Lauko, & Brockway, 2006; Hanushek, 2003, 2009; Kilpatrick, Swafford, & Findell, 2001; Kirsch, Braun, & Yamamoto, 2007; Manski & Wise, 1983; Murnane, Willet, Dulhaldeborde, & Tyler, 2000; National Commission on Excellence in Education, 1983; National Mathematics Advisory Panel, 2008; National Research Council, 2005, 2007, 2009; Newcombe et al., 2009; Phillips, 2007; Provasnik, Gonzales, & Miller, 2009). According to a 2007 article in the New York Times, Gary Phillips, chief scientist at the American Institutes for Research, was quoted as saying, “our Asian

Cognitive Diagnostic Assessment for Education: List of Contributors

Preface Part I. The Basis of Cognitive Diagnostic Assessment: 1. Defining cognitive diagnostic assessment in education Jacqueline P. Leighton and Mark J. Gierl 2. The demand for diagnostic testing Kristen Huff 3. Philosophical rationale for cognitive models Stephen Norris 4. Cognitive psychology as it applies to diagnostic assessment Robert J. Mislevy 5. Construct validity and diagnostic testing Susan Umbretson Part II. Methods and Application of Cognitive Diagnostic Assessment: 6. Cognitive models and diagnostic assessment Jacqueline P. Leighton 7. Test construction Joanna Gorin 8. The attribute hierarchy method Mark J. Gierl, Jacqueline P. Leighton, and Steve Hunka 9. The fusion model as implemented with ARPEGGIO William Stout 10. Score reporting Part III. The Future of Cognitive Diagnostic Assessment: 11. Unresolved issues in cognitive diagnostic assessment 12. Summary and conclusion Mark J. Gierl and Jacqueline P. Leighton.

Cognitive Diagnostic Assessment for Education: Subject Index

Preface Part I. The Basis of Cognitive Diagnostic Assessment: 1. Defining cognitive diagnostic assessment in education Jacqueline P. Leighton and Mark J. Gierl 2. The demand for diagnostic testing Kristen Huff 3. Philosophical rationale for cognitive models Stephen Norris 4. Cognitive psychology as it applies to diagnostic assessment Robert J. Mislevy 5. Construct validity and diagnostic testing Susan Umbretson Part II. Methods and Application of Cognitive Diagnostic Assessment: 6. Cognitive models and diagnostic assessment Jacqueline P. Leighton 7. Test construction Joanna Gorin 8. The attribute hierarchy method Mark J. Gierl, Jacqueline P. Leighton, and Steve Hunka 9. The fusion model as implemented with ARPEGGIO William Stout 10. Score reporting Part III. The Future of Cognitive Diagnostic Assessment: 11. Unresolved issues in cognitive diagnostic assessment 12. Summary and conclusion Mark J. Gierl and Jacqueline P. Leighton.

Cognitive Diagnostic Assessment for Education: Author Index

Preface Part I. The Basis of Cognitive Diagnostic Assessment: 1. Defining cognitive diagnostic assessment in education Jacqueline P. Leighton and Mark J. Gierl 2. The demand for diagnostic testing Kristen Huff 3. Philosophical rationale for cognitive models Stephen Norris 4. Cognitive psychology as it applies to diagnostic assessment Robert J. Mislevy 5. Construct validity and diagnostic testing Susan Umbretson Part II. Methods and Application of Cognitive Diagnostic Assessment: 6. Cognitive models and diagnostic assessment Jacqueline P. Leighton 7. Test construction Joanna Gorin 8. The attribute hierarchy method Mark J. Gierl, Jacqueline P. Leighton, and Steve Hunka 9. The fusion model as implemented with ARPEGGIO William Stout 10. Score reporting Part III. The Future of Cognitive Diagnostic Assessment: 11. Unresolved issues in cognitive diagnostic assessment 12. Summary and conclusion Mark J. Gierl and Jacqueline P. Leighton.

Cognitive Diagnostic Assessment for Education: PRINCIPLES OF TEST DESIGN AND ANALYSIS

Preface Part I. The Basis of Cognitive Diagnostic Assessment: 1. Defining cognitive diagnostic assessment in education Jacqueline P. Leighton and Mark J. Gierl 2. The demand for diagnostic testing Kristen Huff 3. Philosophical rationale for cognitive models Stephen Norris 4. Cognitive psychology as it applies to diagnostic assessment Robert J. Mislevy 5. Construct validity and diagnostic testing Susan Umbretson Part II. Methods and Application of Cognitive Diagnostic Assessment: 6. Cognitive models and diagnostic assessment Jacqueline P. Leighton 7. Test construction Joanna Gorin 8. The attribute hierarchy method Mark J. Gierl, Jacqueline P. Leighton, and Steve Hunka 9. The fusion model as implemented with ARPEGGIO William Stout 10. Score reporting Part III. The Future of Cognitive Diagnostic Assessment: 11. Unresolved issues in cognitive diagnostic assessment 12. Summary and conclusion Mark J. Gierl and Jacqueline P. Leighton.