Paradigmatic Distinctions between Instructionally Relevant Measurement Models

Abstract

In this article, we delineate essential commonalities and distinctions between two approaches to measurement for instructional decision making. Specific subskill mastery measurement is explained using a case study, and salient features of this predominant model are described. Then, a major contrasting approach, the general outcome measurement model, is explained; a curriculum-based measurement case study is provided to illustrate general outcome measurement; and the essential features of this alternative model are reviewed. Finally, we describe how general outcome measurement represents an innovative approach to assessment by bridging traditional and contemporary paradigms.