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Embretson, Susan E.

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Item Type: Publication × Start date: 2000 × End date: 2007 ×

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Now showing 1 - 6 of 6
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    Construct Validity and Cognitive Diagnostic Assessment
    (Georgia Institute of Technology, 2007) Embretson, Susan E. ; Yang, Xiangdong
    Cognitive diagnostic assessment (CDA) is increasingly a major focus in psychological and educational measurement. Instead of inferring a general response tendency or behavior consistency of an examinee over a target domain of measurement, diagnostic assessment results provide a detailed account of the underlying cognitive basis of the examinee's performance by mining the richer information that is afforded by specific response patterns.
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    Multicomponent Latent Trait Models for Complex Tasks
    (Georgia Institute of Technology, 2006) Embretson, Susan E. ; Yang, Xiangdong
    Contemporary views on cognitive theory (e.g., Sternberg and Perez, 2005) regard typical measurement tasks, such as ability and achievement test items, multidimensional, rather than unidimensional. Assessing the levels and the sources of multidimensionality in an item domain is important for item selection as well as for item revision and development. In this paper, multicomponent latent trait models (MLTM) and traditional multidimensional item response theory models are described mathematically and compared for the nature of the dimensions that can be estimated. Then, sonic applications are presented to provide examples of MLTM. Last, practical estimation procedures are described, along with syntax, for the estimation of MLTM and a related model.
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    Measuring Human Intelligence with Artificial Intelligence
    (Georgia Institute of Technology, 2004) Embretson, Susan E.
    Adaptive item generation may be the next innovation in intelligence testing. In adaptive item generation, the optimally informative item is developed anew for the examinee during the test. Reminiscent of computer versus person chess games, the computer generates the next item based on the previous pattern of the examinee's responses. Adaptive item generation requires the merger of two lines of research, psychometric methods for adaptive testing and a cognitive analysis of items.
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    The Second Century of Ability Testing: Some Predictions and Speculations
    (Georgia Institute of Technology, 2003) Embretson, Susan E.
    Dazzling changes in many areas, such as technology and communications, marked the 20th century—the first century of ability testing. Predictions about the second century of testing seem difficult in such a context. Yet, looking back to the turn of the last century, Kirkpatrick (1900) in his APA presidential address presented fundamental desiderata for ability testing (normative age standards, emphasis on culture-general tasks, simultaneous measurement of many persons, and adult ability measurement) that, in fact, guides major testing research even today. An overview of the last century shows that most fundamental principles in psychometrics and testing were available by 1930. With a few notable exceptions, the remainder of the last century of testing was devoted to applying or refining these principles. I predict that the same pattern will occur in this century of testing. Further developments in model-based measurement and cognitive psychology principles in testing, intermingled with technology, will guide ability testing throughout the next century. These changes, which I will elaborate in detail, include fundamental changes in test development procedures, the nature of the measuring tasks, aspects of ability that are measured, and types of interpretations given to ability.
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    Improving Construct Validity with Cognitive Psychology Principles
    (Georgia Institute of Technology, 2001) Embretson, Susan E. ; Gorin, Joanna
    Cognitive psychology principles have been heralded as possibly central to construct validity. In this paper, testing practices are examined in three stages: (a) the past, in which the traditional testing research paradigm left little role for cognitive psychology principles, (b) the present, in which testing research is enhanced by cognitive psychology principles, and (c) the future, for which we predict that cognitive psychology's potential will be fully realized through item design. An extended example of item design by cognitive theory is given to illustrate the principles. A spatial ability test that consists of an object assembly task highlights how cognitive design principles can lead to item generation.
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    Psychometric Approaches to Understanding and Measuring Intelligence
    (Georgia Institute of Technology, 2000) Embretson, Susan E. ; McCollam, Karen M. Schmidt