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Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes,from both cognitive and behavioral perspectives,allows researchers to understand individual differences in intelligence,cognitive development,affect,motivation,self-regulation,and self-concept,as well as their role in learning. The field of educational psychology relies heavily on quantitative methods,including testing and measurement,to enhance educational activities related to instructional design,classroom management,and assessment,which serve to facilitate learning processes in various educational settings across the lifespan.
Psychometrics is a field of study within psychology concerned with the theory and technique of measurement. Psychometrics generally covers specialized fields within psychology and education devoted to testing,measurement,assessment,and related activities. Psychometrics is concerned with the objective measurement of latent constructs that cannot be directly observed. Examples of latent constructs include intelligence,introversion,mental disorders,and educational achievement. The levels of individuals on nonobservable latent variables are inferred through mathematical modeling based on what is observed from individuals' responses to items on tests and scales.
Educational Testing Service (ETS),founded in 1947,is the world's largest private educational testing and assessment organization. It is headquartered in Lawrence Township,New Jersey,but has a Princeton address.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge,skill,attitudes,aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained by examining student work directly to assess the achievement of learning outcomes or it is based on data from which one can make inferences about learning. Assessment is often used interchangeably with test but is not limited to tests. Assessment can focus on the individual learner,the learning community,a course,an academic program,the institution,or the educational system as a whole. The word "assessment" came into use in an educational context after the Second World War.
Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences on how they prefer to receive information,few studies have found validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning,but differ on how the proposed styles should be defined,categorized and assessed. A common concept is that individuals differ in how they learn.
Raymond Bernard Cattell was a British-American psychologist,known for his psychometric research into intrapersonal psychological structure. His work also explored the basic dimensions of personality and temperament,the range of cognitive abilities,the dynamic dimensions of motivation and emotion,the clinical dimensions of abnormal personality,patterns of group syntality and social behavior,applications of personality research to psychotherapy and learning theory,predictors of creativity and achievement,and many multivariate research methods including the refinement of factor analytic methods for exploring and measuring these domains. Cattell authored,co-authored,or edited almost 60 scholarly books,more than 500 research articles,and over 30 standardized psychometric tests,questionnaires,and rating scales. According to a widely cited ranking,Cattell was the 16th most eminent,7th most cited in the scientific journal literature,and among the most productive psychologists of the 20th century. He was a controversial figure due in part to his friendships with,and intellectual respect for,white supremacists and neo-Nazis.
This is an index of education articles.
William Burton Michael,a student of J. P. Guilford,earned his Ph.D. in quantitative psychometric methods from the University of Southern California. He started his teaching career at Princeton University,and in 1952 joined the faculty at University of Southern California,where he received a joint appointment as an associate professor in psychology and education and as the director of the USC Testing Bureau. Michael authored over 500 publications on test construction,measurement and evaluation,and personality assessment. He also co-chaired a joint committee of the American Psychological Association (APA),American Educational Research Association (AERA) and the National Council on Measurement in Education (NCME) that published Standards for Educational and Psychological Testing,which is the national and international standard of professional guidelines for testing and measurement in research and practice. One of his most widely read books is entitled "Handbook in research and evaluation :a collection of principles,methods,and strategies useful in the planning,design,and evaluation of studies in education and the behavioral sciences".
Patricia A. Alexander is an educational psychologist who has conducted notable research on the role of individual difference,strategic processing,and interest in students' learning. She is currently a university distinguished professor,Jean Mullan Professor of Literacy,and Distinguished Scholar/Teacher in the Department of Human Development and Quantitative Methodology in the College of Education at the University of Maryland and a visiting professor at the University of Auckland,New Zealand.
Education sciences,also known as education studies,education theory,and traditionally called pedagogy,seek to describe,understand,and prescribe education including education policy. Subfields include comparative education,educational research,instructional theory,curriculum theory and psychology,philosophy,sociology,economics,and history of education. Related are learning theory or cognitive science.
In the United States education system,School Psychological Examiners assess the needs of students in schools for special education services or other interventions. The post requires a relevant postgraduate qualification and specialist training. This role is distinct within school psychology from that of the psychiatrist,clinical psychologist and psychometrist.
The attribute hierarchy method (AHM),is a cognitively based psychometric procedure developed by Jacqueline Leighton,Mark Gierl,and Steve Hunka at the Centre for Research in Applied Measurement and Evaluation (CRAME) at the University of Alberta. The AHM is one form of cognitive diagnostic assessment that aims to integrate cognitive psychology with educational measurement for the purposes of enhancing instruction and student learning. A cognitive diagnostic assessment (CDA),is designed to measure specific knowledge states and cognitive processing skills in a given domain. The results of a CDA yield a profile of scores with detailed information about a student’s cognitive strengths and weaknesses. This cognitive diagnostic feedback has the potential to guide instructors,parents and students in their teaching and learning processes.
Lloyd Bond was an American researcher in the field of psychometrics. As of 2009,he was a consulting scholar at the Carnegie Foundation for the Advancement of Teaching in Stanford,California;he served as a senior scholar at the foundation from 2002 to 2008.
Norman “Fritz”Frederiksen (1909-1998) was an American research psychologist and leading proponent of performance assessment,an approach to educational and occupational testing that focused on the use of tasks similar to the ones individuals actually encounter in real classroom and work environments. In keeping with the philosophy underlying this approach,Frederiksen was a critic of multiple-choice testing,which he felt negatively influenced school curricula and classroom practice. Much of his research centered upon creating and evaluating alternative approaches to the measurement of knowledge and skill,which he pursued over a 40-year career at Educational Testing Service (ETS) in Princeton,NJ. For his work,he received the American Psychological Association's Award for Distinguished Contributions to Knowledge in 1984 and,by the time of his retirement from ETS,had attained the position of Distinguished Scientist,the organization's highest-ranking scientific title at that time.
Automatic item generation (AIG),or automated item generation,is a process linking psychometrics with computer programming. It uses a computer algorithm to automatically create test items that are the basic building blocks of a psychological test. The method was first described by John R. Bormuth in the 1960s but was not developed until recently. AIG uses a two-step process:first,a test specialist creates a template called an item model;then,a computer algorithm is developed to generate test items. So,instead of a test specialist writing each individual item,computer algorithms generate families of items from a smaller set of parent item models. More recently,neural networks,including Large Language Models,such as the GPT family,have been used successfully for generating items automatically.
Lynn Fuchs is an educational psychologist known for research on instructional practice and assessment,reading disabilities,and mathematics disabilities. She is the Dunn Family Chair in Psychoeducational Assessment in the Department of Special Education at Vanderbilt University.
Michelene (Micki) T. H. Chi is a cognitive and learning scientist known for her work on the development of expertise,benefits of self-explanations,and active learning in the classroom. Chi is the Regents Professor,Dorothy Bray Endowed Professor of Science and Teaching at Arizona State University,where she directs the Learning and Cognition Lab.
Carol McDonald Connor was an educational psychologist known for her research contributions to the field of early literacy development in diverse learners,in particular for work on individualized student instruction interventions and the lattice model of reading development. She held the position of Chancellor's Faculty and Equity Advisor in the School of Education at the University of California,Irvine.
Randy Elliot Bennett is an American educational researcher who specializes in educational assessment. He is currently the Norman O. Frederiksen Chair in Assessment Innovation at Educational Testing Service in Princeton,NJ. His research and writing focus on bringing together advances in cognitive science,technology,and measurement to improve teaching and learning. He received the ETS Senior Scientist Award in 1996,the ETS Career Achievement Award in 2005,the Teachers College,Columbia University Distinguished Alumni Award in 2016,Fellow status in the American Educational Research Association (AERA) in 2017,the National Council on Measurement in Education's (NCME) Bradley Hanson Award for Contributions to Educational Measurement in 2019,the E. F. Lindquist Award from AERA and ACT in 2020,elected membership in the National Academy of Education in 2022,and the AERA Cognition and Assessment Special Interest Group Outstanding Contribution to Research in Cognition and Assessment Award in 2024. Randy Bennett was elected President of both the International Association for Educational Assessment (IAEA),a worldwide organization primarily constituted of governmental and NGO measurement organizations,and the National Council on Measurement in Education (NCME),whose members are employed in universities,testing organizations,state and federal education departments,and school districts.
Matthias von Davier is a psychometrician,academic,inventor,and author. He is the executive director of the TIMSS &PIRLS International Study Center in Lynch School of Education and Human Development and the J. Donald Monan,S.J.,University Professor in Education at Boston College.
References
- 1 2 3 4 "Jacqueline P Leighton, Ph.D., R.Psych – Directory@UAlberta.ca". apps.ualberta.ca.
- ↑ "APA PsycNet". psycnet.apa.org.
- ↑ "Jacqueline P Leighton". scholar.google.com.
- 1 2 "APA PsycNet". psycnet.apa.org.
- 1 2 "Leveraging Socio-Emotional Assessment to Foster Children's Human Rights".
- 1 2 3 "Awards". www.aera.net.
- 1 2 "American Educational Research Association > SIG119 > Awards > Award Winners". www.aera.net.
- ↑ "Cognitive diagnostic assessment for education: Theory and applications".
- ↑ "Book Review: The Learning Sciences in Educational Assessment: The Role of Cognitive Models LSA". www.ets.org.
- ↑ "Using Think-Aloud Interviews and Cognitive Labs in Educational Research | WorldCat.org". search.worldcat.org.
- ↑ Kinskey, Melanie (March 22, 2018). "A Review of Using Think-Aloud Interviews and Cognitive Labs in Educational Research". The Qualitative Report. 23 (3): 730–732. doi: 10.46743/2160-3715/2018.3460 .
- ↑ Hunka, Steve; Leighton, Jacqueline (December 6, 1997). "Defining Johnson-Neyman Regions of Significance in the Three-Covariate ANCOVA Using Mathematica". Journal of Educational and Behavioral Statistics. 22 (4): 361–387. doi:10.3102/10769986022004361 – via CrossRef.
- ↑ Gierl, Mark J.; Leighton, Jacqueline P.; Hunka, Stephen M. (September 6, 2000). "An NCME Instructional Module on Exploring the Logic of Tatsuoka's Rule‐Space Model for Test Development and Analysis". Educational Measurement: Issues and Practice. 19 (3): 34–44. doi:10.1111/j.1745-3992.2000.tb00036.x – via CrossRef.
- ↑ Leighton, Jacqueline P.; Gierl, Mark J.; Hunka, Stephen M. (September 6, 2004). "The Attribute Hierarchy Method for Cognitive Assessment: A Variation on Tatsuoka's Rule‐Space Approach". Journal of Educational Measurement. 41 (3): 205–237. doi:10.1111/j.1745-3984.2004.tb01163.x – via CrossRef.
- ↑ Leighton, Jacqueline P. (December 6, 2004). "Avoiding Misconception, Misuse, and Missed Opportunities: The Collection of Verbal Reports in Educational Achievement Testing". Educational Measurement: Issues and Practice. 23 (4): 6–15. doi:10.1111/j.1745-3992.2004.tb00164.x – via CrossRef.
- ↑ Leighton, Jacqueline P.; Gierl, Mark J. (June 6, 2007). "Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences About Examinees' Thinking Processes". Educational Measurement: Issues and Practice. 26 (2): 3–16. doi:10.1111/j.1745-3992.2007.00090.x – via CrossRef.
- ↑ Leighton, Jacqueline P.; Gokiert, Rebecca J.; Cor, M. Ken; Heffernan, Colleen (February 6, 2010). "Teacher beliefs about the cognitive diagnostic information of classroom‐ versus large‐scale tests: implications for assessment literacy". Assessment in Education: Principles, Policy & Practice. 17 (1): 7–21. doi:10.1080/09695940903565362 – via CrossRef.
- ↑ "Advances in the Science of Assessment" (PDF).
- ↑ Cui, Ying; Chen, Fu; Lutsyk, Alina; Leighton, Jacqueline P.; Cutumisu, Maria (January 2, 2023). "Data literacy assessments: a systematic literature review". Assessment in Education: Principles, Policy & Practice. 30 (1): 76–96. doi:10.1080/0969594X.2023.2182737 – via CrossRef.