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ERIC Number: EJ794905
Record Type: Journal
Publication Date: 2004
Pages: 19
Abstractor: Author
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1477-8785
Educational Measurement and Knowledge of Other Minds
Curren, Randall R.
Theory and Research in Education, v2 n3 p235-253 2004
This article addresses the capacity of high stakes tests to measure the most significant kinds of learning. It begins by examining a set of philosophical arguments pertaining to construct validity and alleged conceptual obstacles to attributing specific knowledge and skills to learners. The arguments invoke philosophical doctrines of holism and radical interpretation and the theory of situated learning, and they are found to be unsound. The article goes on to examine the difficulties involved in combining adequate validity and reliability in one test. The literature on test item formats is brought to bear on the potential validity of multiple-choice items, and the rater reliability of constructed-response items is addressed through discussion of the methods used by the Educational Testing Service (USA) and a summary report of alternative methods developed by the author and others in cooperation with the California Golden State Examination. (Contains 5 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A