ERIC Number: EJ1002204
Record Type: Journal
Publication Date: 2013
Reference Count: 16
Measurement Is a Necessary but Not Sufficient Frame for Assessment
Mislevy, Robert J.
Measurement: Interdisciplinary Research and Perspectives, v11 n1-2 p47-49 2013
Measurement is a semantic frame, a constellation of relationships and concepts that correspond to recurring patterns in human activity, highlighting typical roles, processes, and viewpoints (e.g., the "commercial event") but not others. One uses semantic frames to reason about unique and complex situations--sometimes intuitively, sometimes deliberately. A professional's measurement frame extends to models and methods for capturing and characterizing information about what people know and can do. Professor Haertel (this issue) considers ways the measurement frame, as useful as it is for some aspects of assessment, does not speak to others. He challenges the tacit assumption that the issues it does deal with are nearly separable from the others. The author agrees. Here are additional frames one needs to understand assessment: (1) Assessment as practice (I); (2) Assessment as practice (II); (3) Feedback loop; (4) Evidentiary argument; (5) Tests as contests; and (6) Design under constraints. Each of these frames helps people organize their thinking about assessment in all its guises. Increased awareness of the key ideas from each and their interconnections, among measurement professionals and others who design and use assessments and assessment systems, would provide common language to address the issues of assessment that involve measurement (and more).
Descriptors: Educational Assessment, Measurement, Feedback (Response), Evidence, Competition, Test Construction
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: Elementary Secondary Education
Authoring Institution: N/A