Postmodern Test Theory

Autor/in	Mislevy, Robert J.
Titel	Postmodern Test Theory
Quelle	In: Teachers College Record, 116 (2014) 11Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Test Theory; Postmodernism; Educational Assessment; Educational Trends; Trend Analysis; Essays; Models; Student Evaluation; Educational Attitudes; Evidence; Attitude Change; Evaluation Research; Educational Practices + Suchen Sie Ihr Suchwort? Testtheorie; Postmoderne; Education; assessment; Bewertungssystem; Bildungsentwicklung; Trendanalyse; Essay; Aufsatzunterricht; Analogiemodell; Schulnote; Studentische Bewertung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Evidenz; Attitudinal change; Einstellungsänderung; Evaluationsforschung; Bildungspraxis
Abstract	Background/Context: This article explains the idea of a neopragmatic postmodernist test theory and offers some thoughts about what changing notions concerning the nature of and meanings assigned to knowledge imply for educational assessment, present and future. Purpose: Advances in the learning sciences--particularly situative and sociocognitive stances--call into question the adequacy of the trait and behaviorist psychological perspectives under which educational measurement evolved. This article argues nevertheless that its models and methods, appropriately reconceived and extended as necessary, can be useful in assessment framed in a contemporary view of learning. Research Design: This is an analytic essay. Conclusions/Recommendations: The model-based reasoning that characterizes test theory is useful not because it measures extant traits defined and evidenced in the same way for all students, but because it helps us organize our thinking, marshal and interpret evidence, and communicate our inferences and their grounding to others. A skeptical attitude about models in assessment makes our uses of them more flexible, more powerful, and, ultimately, more effective at meeting and fulfilling the aims of education than they would be if we believed that they accurately captured the totality of the phenomenon. Our understandings of students' learning and programs' effects are enriched by multiple perspectives and diverse sources of evidence, some new or previously neglected but others with familiar (albeit reconceived) forms. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10