This volume brings together leading measurement researchers and practitioners from various areas to discuss new developments in test development, administration, scoring, and interpretation. For psychometricians and educational measurement specialists.
In this volume prominent scholars from both psychology and education describe how these new rules of measurement work and how they differ from the old rules. Several contributors have been involved in the recent construction or revision of a major test, while others are well-known for their theoretical contributions to measurement. The goal is to provide an integrated yet comprehensive reference source concerned with contemporary issues and approaches in testing and measurement.
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