Constituent Skills Research Articles

Psychometricians' Beliefs about Learning

The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists operate from implicit learning theories that advocate, first, close alignment of tests with curriculum and, second, judicious teaching of tested content. Historical quotations are used to show that these beliefs, associated with criterion-referenced testing, derive from behaviorist learning theory, which requires sequential mastery of constituent skills and explicit testing of each learning step. The sequential, facts-before-thinking model of learning is contradicted, however, by a substantial body of evidence from cognitive psychology. Implicit beliefs should be made explicit because an understanding of learning theory assumptions is fundamental to evaluating evidence of testing effects and therfore to framing validity investigations.

Psychometricians’ Beliefs About Learning

The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists operate from implicit learning theories that advocate, first, close alignment of tests with curriculum and, second, judicious teaching of tested content. Historical quotations are used to show that these beliefs, associated with criterion-referenced testing, derive from behaviorist learning theory, which requires sequential mastery of constituent skills and explicit testing of each learning step. The sequential, facts-before-thinking model of learning is contradicted, however, by a substantial body of evidence from cognitive psychology. Implicit beliefs should be made explicit because an understanding of learning theory assumptions is fundamental to evaluating evidence of testing effects and therfore to framing validity investigations.

Requests for Information

Requesting information through interrogative forms is an important linguistic device for learning about the world. The literature has regarded information requests as a developmental phenomenon which reflects the contiguous emergence of linguistic, cognitive, and pragmatic constituent skills in a particularly supportive environment. This paper presents a review of the constituent skills and environmental factors which influence the initial onset and continued acquisition of requests for information in normally developing children. This review provides the foundation for a protocol for assessing and treating children who are impaired in requesting information. Specific assessment and treatment plans are suggested.

Nonstatistical Aspects of Statistical Consulting

Abstract Statistical consulting is a complex activity that requires statistical and nonstatistical skills. Together, these skills determine the ultimate success of the consultation. This article focuses on the nonstatistical aspects of the initial meeting between statistical consultant and client and presents a model that views consulting sessions as consisting of four parts: (a) identification of relevant aspects of the problem situation, (b) definition of the client's goals, (c) determination of the actions to be taken, (d) discussion of various aspects of the consulting relationship and who will do what when. Each part gives rise to specific issues and requires that the consultant have various nonstatistical skills to deal with these issues. The effectiveness of the consultation can be enhanced by learning and practicing this model and the constituent skills.

The effects of practicing a complex arithmetical skill upon proficiency in its constituent skills.

The effects of practicing a complex arithmetical skill upon proficiency in its constituent skills.