ABSTRACT This paper characterizes the ways in which increased attention to response process data has implications for psychometrics. To do so, this work draws on two organizing frameworks that have heretofore not been associated: evidence-centered design, and the distinction between greater and lesser statistics. Overlaying these frameworks leads to a conceptualization of greater and lesser psychometrics. This provides a conceptual space for articulating the ways in which response process data have implications for lesser psychometrics through measurement models, as well as greater psychometrics through student models, task models, and the social and personal contexts in which assessment takes place. To illustrate the key points and motivate discussions of where future research is needed, I draw from experiences with three assessments that have involved response process data: a task assessing the measurement of geometric area, a performance-based assessment of computer networking, and an educational video game targeting rational number addition.

中文翻译：

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考虑响应过程数据对更大或更小的心理计量学的启示

摘要本文描述了如何增加对响应过程数据的关注对心理计量学的影响。为此，这项工作基于两个迄今尚未关联的组织框架：以证据为中心的设计以及统计数据的大小不同。覆盖这些框架导致对心理计量学进行更大或更小的概念化。这提供了一个概念性空间，用于阐明响应过程数据通过测量模型对较低的心理计量学以及通过学生模型，任务模型以及进行评估的社会和个人环境对较高的心理计量学产生影响的方式。为了说明要点并激发对未来研究需求的讨论，