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An adjunct to the increased emphasis on developing students' critical thinking and higher order skills is the need for methods to monitor and evaluate these abilities. These papers provide insight into current techniques and examine possibilities for the future. The contributors to Diagnostic Monitoring of Skill and Knowledge Acquisition focus on two beliefs: that new kinds of tests and assessment methods are needed; and that instruction and learning can be improved by developing new assessment methods based on work in cognitive science.

The editors of this volume suggest there are missing elements in the conceptualization upon which standard test theory is based. They argue that different models are useful for different purposes and consider a variety of directions in which the theory might be extended.