Theory of Self-Directed Learning-Oriented Assessment: A Non-technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment

  • William John Boone
  • John R. Staver
  • Melissa Seward Yale
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 18)


This chapter presents key ideas and examples of cognitive diagnostic assessment informed by Rasch measurement theory and the application of Rasch measurement. The methods involved in Rasch measurement might appear daunting at first sight, but with the availability of such user-friendly software as Winsteps, teachers and all others who develop assessments can quickly and thoughtfully create assessments that lend themselves to the collection and analysis of data for evidence-based decision making. In this chapter, a non-mathematical and applied approach is used to explain Rasch measurement to provide concepts and techniques that are easy to read, digest, and apply immediately to problems in cognitive diagnostic assessment. Furthermore, new perspectives about the benefits of using Rasch measurement will also be presented for experienced users.


Test Item Item Difficulty Test Taker Item Response Theory Model Ability Level 
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  2. Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah: Erlbaum.Google Scholar
  3. Wright, B. D., & Stone, M. H. (1979). Best test design. Chicago: Mesa Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2012

Authors and Affiliations

  • William John Boone
    • 1
  • John R. Staver
    • 2
  • Melissa Seward Yale
    • 3
  1. 1.Department of Educational PsychologyMiami UniversityOxfordUSA
  2. 2.Department of Curriculum and Instruction, College of EducationPurdue UniversityWest LafayetteUSA
  3. 3.Department of Educational StudiesPurdue UniversityWest LafayetteUSA

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