Abstract
Is the time ripe to develop technologically based versions of cognitive psychological methods and to apply them to problems of educational assessment? In this article, I point to dangers of using one common cognitive psychological method, chronometric analysis, for purposes of educational assessment. I also argue, though, that progress is being made toward developing more accurate diagnostic techniques, and that this progress promises to allow more revealing assessments than are possible with traditional psychometric instruments. Both the problems with chronometric methods and the promise of new approaches are illustrated with examples from recent research.
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