Paradigmatic Distinctions between Instructionally Relevant Measurement Models

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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.

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