28th International Congress of Psychology August 8 ... - U-netSURF

The present communication deals with the history of applied psychology in Peru. The Andean
country has a large tradition in psychological thinking, with ideas about the relationships between
body and soul and mental illness, which are present in old Inca oral traditions, and in the writings
of philosophers and thinkers, but the application of psychological knowledge for practical
purposes is relatively new in Peru. Significant contributions are here examined. They mainly deal
with clinical and educational topics. Unfortunately, the most urgent problems of Peruvian society
(such as racism, machism, social discrimination, multilinguism, terrorism, corruption,
unemployment) are only tangentially studied by psychologists.
5001.5 Psychology and Taylorism: Early interactions in Spain, H. Carpintero, Complutense
University of Madrid, Madrid, Spain
The introduction of Scientific psychology in contemporary Spain was largely facilitated by the
interest in the ideas on scientific work organization developed by some small groups involved in
the process of modernization of the country. Although taylorism is not a psychological theory, its
implications strenghthened the interest for psychological techniques and methods, and both fields
interacted, in a fruitful way, in the early decades of the century. The process clearly exemplifies
the interdisciplinary nature of applied psychology when it is rooted in a historical scenary.
5002 INVITED SYMPOSIUM
Recent developments in item response theory for practical uses
Convener and Chair: K. Shigemasu, Japan
Co-convener: H. Ikda, Japan
5002.1 Practical use of computerized adaptive testing in Japan: Development and operation of
“CASEC”, N. Hayashi, Y. Nogami, K. Maeda, H. Ikeda, The Japan Institute for Educational
Measurement, Tokyo, Japan
CASEC, Computerized Assessment System for English Communication is, perhaps, the first
computerized adaptive testing system, which succeeded in practical use for testing English
abilities of Japanese test takers. More than eighty thousand people, ranged from junior high to
college students and business workers, have taken CASEC, a test adapted at their level of English
proficiency using IRT. We faced few problems in the developing, and the operating stages of this
CAT system. Our experience on how we have overcome these problems, and completed the CAT
system will be presented and discussed with some of our research data.
5002.2 Computer-adaptive formative evaluation: Application of item response model for the
web-based instruction, E. Muraki, Tohoku University, Sendai, Japan
B. Bloom’s mastery learning model is more suitable for the internet-based instruction system
compared to the traditional classroom teaching. In his learning model, the effective application of
formative evaluation is essential to produce desired learning outcomes. In this presentation, the
desirable format of the computer-adaptive formative testing as a component of the instructional
design is proposed and its features are discussed.
5002.3 Multiple dimensions, levels, and steps: Recent innovations in item response theory, W.J.
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