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ERIC Number: EJ907204
Record Type: Journal
Publication Date: 2010
Pages: 3
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1536-6367
What Constitutes Legitimate Causal Linking?
Baird, Jo-Anne
Measurement: Interdisciplinary Research and Perspectives, v8 n4 p151-153 2010
Newton's article (2010) makes three main contributions to the literature. First, it is transatlantic, bringing together literatures that have been dealing with similar problems, using sometimes different methods and certainly with distinctive educational, cultural perspectives. He points out that neither of these literatures has all of the solutions, but each has something to offer. Second, Newton has moved theory forward from the 2007 book (Newton, Baird, Goldstein, Patrick, & Tymms, 2007). He classifies linking into three categories: phenomenal, causal, and predictive. Whilst the predictive validity of tests has been discussed, the author believes it is new to construe this as a linking or standards construct. However, arguably the main way in which Newton has moved the theorizing forward is by beginning to specify what might constitute causal linking. One of the issues the author has previously raised regarding what Newton terms causal linking is the legitimacy of measures to be included as controls for similar kinds of students taking the two examinations to be linked. A third way in which Newton adds to the literature in this paper is by proposing a different way of thinking about linking--linking as shared meaning of scores for a particular purpose. Thus, one test could be linked with a variety of others, with different purposes in the linking and different meanings attached to them. The author agrees with Newton's conceptualization of linking as shared meaning of scores for a particular purpose. However, the author would reserve the right to conjure different linking relationships for a particular test for different purposes.
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
Identifiers - Location: United Kingdom (England)