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ERIC Number: EJ1002209
Record Type: Journal
Publication Date: 2013
Pages: 4
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1536-6367
How Is Testing Supposed to Improve Schooling if We Do Not Evaluate to What Extent It Improves Schooling?
Ercikan, Kadriye
Measurement: Interdisciplinary Research and Perspectives, v11 n1-2 p60-63 2013
In the context of using tests for educational improvement, Haertel's article--"How Is Testing Supposed to Improve Schooling?"--highlights how the measurement field falls short on validation efforts and demonstrates how by posing the question of how testing is supposed to improve schooling one may start testing different hypotheses about the effects of testing and bring measurement closer to its implicit purpose of improving schooling. The article presents a framework centered on different ways testing is intended to lead to improvements in schooling. Central to this framework are seven direct and indirect uses of scores through which educational improvements have been expected. The framework proposed by Haertel is a remarkable contribution to educational measurement, in particular to shifting attention in validation to ultimately the most important goals of testing, that is, improving schooling. To further understand the role the proposed framework can play in achieving the goals of testing, one may ask, "How is testing supposed to improve schooling if we do not evaluate to what extent it improves schooling?" The key features of the proposed framed discussed in this commentary help articulate interpretive and validity arguments that are specifically focused on the primary uses of testing and move measurement closer to guiding education reform, in particular school improvement efforts.
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