Title
The changing conception of measurement in education and psychology
Abstract
Since the era of Binet and Spearman, classical test
theory and the ideal of the standard test have gone
hand in hand, in part because both are based on the
same paradigm of experimental control by manipulation
and randomization. Their longevity is a consequence
of this mutually beneficial symbiosis. A new
type of theory and practice in testing is replacing the
standard test by the test item bank, and classical test
theory by item response theory. In this paper it is
shown how these also reinforce and complete each
other.
Identifiers
other: doi:10.1177/014662168601000401
Previously Published Citation
Van der Linden, Wim J. (1986). The changing conception of measurement in education and psychology. Applied Psychological Measurement, 10, 325-332. doi:10.1177/014662168601000401
Suggested Citation
Van der Linden, Wim J..
(1986).
The changing conception of measurement in education and psychology.
Retrieved from the University of Minnesota Digital Conservancy,
https://hdl.handle.net/11299/102825.