NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002206
Record Type: Journal
Publication Date: 2013
Pages: 4
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1536-6367
Commentary on E. Haertel, "How Is Testing Supposed to Improve Schooling?"
Koretz, Daniel
Measurement: Interdisciplinary Research and Perspectives, v11 n1-2 p40-43 2013
Haertel's argument is that one must "expand the scope of test validation to include indirect testing effects" because these effects are often the "rationale for the entire testing program." The author strongly agrees that this is essential. However, he maintains that Haertel's argument does not go far enough and that there are two additional reasons why this is essential. The first is that regardless of the rationale for testing programs, research has shown that current testing programs have powerful effects on schooling, and one has an ethical responsibility to evaluate these effects, particularly as they affect children. The second, which is the focus of this commentary, is that failing to evaluate the effects of testing can undermine the narrower core of validation, that is, determining the extent to which inferences based on scores are accurate and justified.
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A