TY - JOUR
T1 - Dynamic measurement
T2 - A theoretical–psychometric paradigm for modern educational psychology
AU - Dumas, Denis
AU - McNeish, Daniel
AU - Greene, Jeffrey A.
N1 - Funding Information:
This research was supported by a postdoctoral research award from the National Academy of Education/Spencer Foundation awarded to Denis Dumas.
Publisher Copyright:
© 2020, © 2020 Division 15, American Psychological Association.
PY - 2020/4/2
Y1 - 2020/4/2
N2 - Scholars have lamented that current methods of assessing student performance do not align with contemporary views of learning as situated within students, contexts, and time. Here, we introduce and describe one theoretical–psychometric paradigm—termed dynamic measurement—designed to provide a valid representation of the way students respond to school-based instruction by estimating the learning potential of those students given their observed learning trajectory. We examine the century-long history of dynamic measurement, from its nascent theoretical beginnings, through its limited initial implementations, to the current development of a specialized modeling framework that allows it to be applied to large-scale educational data. We illustrate how dynamic measurement models (DMMs) can realize the goals of modern theory and measurement using a large longitudinal dataset of mathematics assessment data (i.e., 11,368 students nested within 98 schools and measured at 6 time points). These historical review and methodological demonstrations show the value of dynamic measurement, including better modeling of complex and contextually dependent influences on student learning.
AB - Scholars have lamented that current methods of assessing student performance do not align with contemporary views of learning as situated within students, contexts, and time. Here, we introduce and describe one theoretical–psychometric paradigm—termed dynamic measurement—designed to provide a valid representation of the way students respond to school-based instruction by estimating the learning potential of those students given their observed learning trajectory. We examine the century-long history of dynamic measurement, from its nascent theoretical beginnings, through its limited initial implementations, to the current development of a specialized modeling framework that allows it to be applied to large-scale educational data. We illustrate how dynamic measurement models (DMMs) can realize the goals of modern theory and measurement using a large longitudinal dataset of mathematics assessment data (i.e., 11,368 students nested within 98 schools and measured at 6 time points). These historical review and methodological demonstrations show the value of dynamic measurement, including better modeling of complex and contextually dependent influences on student learning.
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U2 - 10.1080/00461520.2020.1744150
DO - 10.1080/00461520.2020.1744150
M3 - Article
AN - SCOPUS:85082972695
SN - 0046-1520
VL - 55
SP - 88
EP - 105
JO - Educational Psychologist
JF - Educational Psychologist
IS - 2
ER -