A Model for Incorporating Response-Time Data in Scoring Achievement Tests

摘要

The differences in type of information-processing skill developed by different instructional backgrounds affect, negatively or positively, the learning of further advanced instructional materials. That is, if prior and subsequent instructional methods are different, a proactive inhibition effect produces low achievement scores on a posttest. This fact poses a serious problem for routing of students to an instructional level on the sole basis of performance on a diagnostic adaptive test. It is essential that we somehow unravel what information-processing strategy was used and consider this knowledge simultaneously.