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ERIC Number: ED083285
Record Type: Non-Journal
Publication Date: N/A
Pages: 7
Abstractor: N/A
Reference Count: N/A
The Context of Assessment and the Assessment of Context.
Messick, Samuel
To measure any element or characteristics of an early childhood education system, the general context of interdependencies must be assessed in order to take into account possible interactions of the characteristics measured with characteristics of the student, teacher, situation, and background. A comprehensive program of individual assessment should include provision for gauging three major aspects of context: (1) inferences about personal characteristics, particularly about competencies, should be relative to the context of environment, education experiences, and programs to which the child has been exposed; (2) inferences about a particular characteristic or competency should be relative to the context of his general personality and intellectual makeup, or at least to the salient features of that makeup; and (3) inferences about measured characteristics should be relative to the context of the measurement process per se. Strategies for the assessment of these aspects of context, particularly as exemplified in the ETS CIRCUS approach to comprehensive assessment, are considered. For a comprehensive program of measurement to deal meaningfully with the assessment of context, it must include provision for multivariate analysis and for the display, reporting, and interpretation of interactive and moderated relationships. (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A