Portions of this article were presented as a paper at the April 2000 annual meeting of the National Council on Measurement in Education, New Orleans, LA.
Improving Construct Validity With Cognitive Psychology Principles
Version of Record online: 15 JUN 2006
Journal of Educational Measurement
Volume 38, Issue 4, pages 343–368, December 2001
How to Cite
Embretson, S. and Gorin, J. (2001), Improving Construct Validity With Cognitive Psychology Principles. Journal of Educational Measurement, 38: 343–368. doi: 10.1111/j.1745-3984.2001.tb01131.x
- Issue online: 15 JUN 2006
- Version of Record online: 15 JUN 2006
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.