Foundations of fluency-based assessments in behavioral and psychometric paradigms

Theodore J. Christ; Ethan R. Van Norman; Peter M. Nelson

doi:10.1007/978-1-4939-2803-3_6

Foundations of fluency-based assessments in behavioral and psychometric paradigms

Theodore J. Christ, Ethan R. Van Norman, Peter M. Nelson

Educational Psychology

Research output: Chapter in Book/Report/Conference proceeding › Chapter

8 Scopus citations

Abstract

The chapter presents previous and near term applications and innovations for the assessment of rate-based measures such as fluency. The historical and future developments are discussed within the context of an ideographic behavioral and nomothetic psychometric paradigms of assessment. These paradigms are described and contrasted with descriptions of classical test theory (CTT), generalizability theory (GT), and item response theory (IRT). The interpretation and use argument (IUA) is used to frame the contemporary view on unified validity. These theoretical models are combined with an applied perspective to contextualize and encourage future developments in the measurement of fluency.

Original language	English (US)
Title of host publication	The Fluency Construct
Subtitle of host publication	Curriculum-Based Measurement Concepts and Applications
Publisher	Springer New York
Pages	143-163
Number of pages	21
ISBN (Electronic)	9781493928033
ISBN (Print)	9781493928026
DOIs	https://doi.org/10.1007/978-1-4939-2803-3_6
State	Published - Jan 1 2015

Bibliographical note

Publisher Copyright:
© Springer Science+Business Media, LLC 2016.

Keywords

Argument framework
Assessment
Classical test theory
Generalizability
Item response theory
Psychometrics

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10.1007/978-1-4939-2803-3_6

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KW - Item response theory

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Foundations of fluency-based assessments in behavioral and psychometric paradigms

Abstract

Bibliographical note

Keywords

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