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ERIC Number: EJ1002202
Record Type: Journal
Publication Date: 2013
Pages: 4
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-1536-6367
Lies, Damn Lies, and Tests
Garner, Mary
Measurement: Interdisciplinary Research and Perspectives, v11 n1-2 p36-39 2013
In "How Is Testing Supposed to Improve Schooling," Haertel describes seven broad mechanisms whereby testing is used to improve schooling (this issue). The first four are direct mechanisms, meaning that "test scores are taken as indicators of some underlying construct and on that basis scores are used to guide some decision or draw some implication." The last three are indirect mechanisms, which are "intended, anticipated effects of testing that have no direct dependence on the information particular scores provide about underlying constructs." The indirect mechanisms are poorly understood and need more attention from measurement professionals. He outlines the challenges to studying indirect mechanisms and how those challenges might be addressed. In this commentary, the author would like to offer one more challenge: the attitudes and beliefs of the public toward tests and test scores, attitudes and beliefs that can stem from an inability to deal with numbers as documented in Joel Best's "Damned Lies and Statistics."
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A