Ingrained for many years in the science of educational assessment
were a large number of "truths" about how to make sense out of
testing results, artful wisdoms that appear to have held away
largely by force of habit alone. Practitioners and researchers only
occasionally agreed about how tests should be designed, and were
even further apart when they came to interpreting test responses by
any means other than categorically "right" or "wrong." Even the
best innovations were painfully slow to be incorporated into
practice. The traditional approach to testing was developed to
accomplish only two tasks: to provide ranking of students, or to
select relatively small proportions of students for special
treatment. In these tasks it was fairly effective, but it is
increasingly seen as inadequate for the broader spectrum of issues
that educational measurement is now called upon to address. Today
the range of questions being asked of educational test data is
itself growing by leaps and bounds. Fortunately, to meet this
challenge we have available a wide panoply of resource tools for
assessment which deserve serious attention. Many of them have
exceptionally sOphisticated mathematical foundations, and succeed
well where older and less versatile techniques fail dismally. Yet
no single new tool can conceivably cover the entire arena.
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