NEW DEVELOPMENTS IN EDUCATIONAL-ASSESSMEN T AND TESTING

This article gives an overview of new developments within the domain o f educational measurement and testing between 1988 and 1993. These dev elopments concern the dynamic measurement of learning capability, crit erion-referenced measurement in intelligent tutoring systems, and grad ing models, as well as the diagnosis of high ability and partial disab ilities. The author is skeptical as far as the acceptance of new devel opments in educational-psychological practice is concerned.