Stopping rules for fixed-form tests with graduated item difficulty are intended to stop administration of a test at the point where students are sufficiently unlikely to provide a correct response following a pattern of incorrect responses. Although widely employed in fixed-form tests in education, little research has been done to empirically…

Diagnostic assessments are intended to support teachers' instructional decision making by providing instructionally relevant information. In this article, we propose that using cognitive theories of learning to design diagnostic assessments can provide teachers with two diagnostic outcomes: (a) the location of a student's thinking within the…

In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply…