ERIC Number: EJ829186
Record Type: Journal
Publication Date: 2007-Apr
Reference Count: 16
Considering the Implications of Assessment Design Decisions: Some Lessons Learned in the American Context
Bejar, Isaac I.
Measurement: Interdisciplinary Research and Perspectives, v5 n1 p57-62 Apr 2007
In their paper, Black and Wiliam said: "The way that processes of aggregation are carried out have profound implications for the extent to which summary judgments about individuals or institutions can be "reverse engineered" to provide information about the meanings of those judgments." The author of this article could not agree more about the "profound implications" forwarded by Black and Wiliam. However, rather than "reverse engineering" the author likes to stress the value of plain engineering and design. That is, rather than recovering the meaning of scores after the assessment has been completed, the author offers this contention: Why not actively build into the assessment the score interpretations individuals wish to make? He suggests a prospective method as an alternative assessment design strategy. This approach entails that the definition of achievement levels (also known as Performance Level Indicators) should occur early in the assessment design process.
Descriptors: Instructional Design, Alternative Assessment, Achievement, Engineering, Evaluation, Psychometrics, Federal Legislation, Accountability, Academic Achievement
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: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001