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ERIC Number: EJ1145568
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0731-1745
There Is More to Educational Measurement than Measuring: The Importance of Embracing Purpose Pluralism
Newton, Paul E.
Educational Measurement: Issues and Practice, v36 n2 p5-15 Sum 2017
The dominant narrative for assessment design seems to reflect a strong, albeit largely implicit undercurrent of purpose purism, which idealizes the principle that assessment design should be driven by a single assessment purpose. With a particular focus on achievement assessments, the present article questions the tenability of purpose purism, explaining how critical decisions--concerning whether to assess, how to specify an assessment construct, and many other design characteristics--require the coordination of multiple perspectives on assessment purposes. It argues the case for purpose pluralism--which idealizes the principle that assessment design should be driven by a multiplicity of assessment purposes simultaneously--not as an occasional, unavoidable concession, but as an organizing principle. The point of explicitly distinguishing between perspectives is to help assessment designers to establish a full complement of design requirements, representing a full range of stakeholder voices; as well as to manage more effectively the trade-offs and compromises that inevitably arise.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A