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By Sidney H. Irvine, Peter L. Dann (auth.), Peter L. Dann, Sidney H. Irvine, Janet M. Collis (eds.)

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The context. The current generation of systems have their orlglns in ideas developed during the late 1960's by several workers (Gedye and Miller, 1970; Beaumont, 1975). These ideas involved the use of recently available laboratory minicomputers to administer simple performance tests. Although the research was encouraging, the cost of the computing facilities and their low portability militated against any general introduction of procedures based upon these ideas. 29 P. L. Dann et al. ): Advances in Computer-Based Human Assessment, 29-50.

There is no reason to consider that there is any essential difference between the content and processes which are the subject of test performance, and focusing upon construct validity may assist in integrating what may have appeared distinct approaches to aptitude, achievement and mastery testing. It is interesting that consideration of the newer psychometric technologies should have a potential for integrating these diverse fields. It may well be that there is a possibility of much broader theoretical integration through their adoption.

Students make, so that they strategies available for The elements at the heart of BUGGY are procedural networks which build, out of the component procedures of (human) arithmetic operations, diagnostic models. This can be seen as a process of decomposing a skill into a range of sub-skills. Some of these sub-skills, each of which has reference to a meaningful element in performance, will be correct and some will be incorrect or deviant. Each is, however, represented as an element in the network and is capable of identification by the examples considered by the system.

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