心理與教育測驗的發展

A BRIEF HISTORY OF PSYCHOLOGICAL AND EDUCATIONAL MEASUREMENT

簡茂發(Chien, Maw-fa)

《國立臺灣師範大學教育研究所集刊》 29輯 (1987/06) Pp. 27-43

https://doi.org/10.6910/BGIENTNU.198706_(29).0002

並列摘要

The historical origins of psychological and educational measurement are lost in antiquity. There was an elaborate system of civil service examinations in the Chinese empire some three thousand years ago. Modern, psychological testing has roots in studies by European and American scientists on the measurement of individual differences in human behavior. A brief overview of the historical antecedents and origins of psychological and educational measurement will provide perspective and should aid in the understanding of present-day tests. In recent years, numerous changes have taken place in psychological and educational testing. Some of the more important trends concerning current developments in psychological and educational measurement are as follows: 1. There is more use of computers in testing. A complete computer-assisted test construction system should include item banking, item generation, item selection, and item printing. The computer has also been used for tailored (adaptive, sequential) testing. 2. There is increased use of criterion-referenced measurement. The use of tests' to improve learning and instruction has created a greater need for criterion-referenced testing. Accountability and minimum-competency testing are designed to determine how well pupils are achieving specific learning tasks; this requires criterion-referenced measures. 3. There is increasing public concern about testing. Legal scrutiny of psychological and educational measurement is both a present and a future reality.