Large-scale assessments are generally designed for summative purposes to compare achievement among participating countries. However, these nondiagnostic assessments have also been adapted in the context of cognitive diagnostic assessment for diagnostic purposes. Following the large amount of investments in these assessments, it would be…

In cognitive diagnosis assessment (CDA), the impact of misspecified item-attribute relations (or "Q-matrix") designed by subject-matter experts has been a great challenge to real-world applications. This study examined parameter estimation of the CDA with the expert-designed Q-matrix and two refined Q-matrices for international…

The measurement of affect to support the achievement or nonachievement of affective education goals is an unresolved problem for educational institutions. The paper outlines a means for both developing an affective goal structure and identifying measurable indicators of affective behavior. To achieve this, it defines and discusses concepts related…

Mary Douglas's typology, using grid and group dimensions, provides a means to classify and compare social environments in terms of their differing cultural constraints on individual autonomy. This article uses the Douglas typology to examine the grid and group characteristics of four diverse schools to determine the framework's applicability to…

Discusses the concept of taxonomy in learning. Highlights include cognitive domain, affective domain, and psycho-motor domain; behaviorism and constructivism; scaffolding; other classification formats, including rubrics and matrices; learning taxonomy applied to information literacy and to library media specialist as teacher; and the taxonomy for…

A state educational indicator system being developed by the Pennsylvania Educational Policy Studies (PEPS) project at the University of Pittsburgh (Pennsylvania) is described. The extensive database that has been established as part of the PEPS project includes thousands of variables that are descriptive of the 500 Pennsylvania school districts.…

To assist the Agency for International Development in its decision-making process, a matrix which links sets of conditions in developing nations with appropriate types of educational development was produced. Key issues in the creation and use of typologies are discussed and standards for evaluating typologies are identified. Four typological…

Two recent trends in education--increased technology and accountability--are driving efforts to define technology competencies and standards for teachers. The first lists of competencies from these efforts are just now being completed. While some of these competencies are linked to teacher certification and re-certification, others are developed…