Commentary on E. Haertel, "How Is Testing Supposed to Improve Schooling?"

Autor/in	Koretz, Daniel
Titel	Commentary on E. Haertel, "How Is Testing Supposed to Improve Schooling?"
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 11 (2013) 1-2, S.40-43 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2013.784160
Schlagwörter	Stellungnahme; Educational Testing; Test Validity; Test Results; Testing Programs; Evaluation + Suchen Sie Ihr Suchwort? Testvalidität; Evaluierung
Abstract	Haertel's argument is that one must "expand the scope of test validation to include indirect testing effects" because these effects are often the "rationale for the entire testing program." The author strongly agrees that this is essential. However, he maintains that Haertel's argument does not go far enough and that there are two additional reasons why this is essential. The first is that regardless of the rationale for testing programs, research has shown that current testing programs have powerful effects on schooling, and one has an ethical responsibility to evaluate these effects, particularly as they affect children. The second, which is the focus of this commentary, is that failing to evaluate the effects of testing can undermine the narrower core of validation, that is, determining the extent to which inferences based on scores are accurate and justified. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10