Literaturnachweis - Detailanzeige
| Autor/inn/en | Della-Piana, Gabriel M.; Gardner, Michael K.; Mayne, Zachary M. |
|---|---|
| Titel | Toward a Dialogue: Following Professional Standards on Education Achievement Testing |
| Quelle | In: Journal of Research Practice, 14 (2018) 2, (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1712-851X |
| Schlagwörter | Achievement Tests; Standards; Educational Assessment; Testing; Validity; Theories; Test Interpretation; Test Use |
| Abstract | The authors describe challenges of following professional standards for educational achievement testing due to the complexity of gathering appropriate evidence to support demanding test interpretation and use. Validity evidence has been found to be low for some individual testing standards, leading to the possibility of faulty or impoverished test interpretation and use. In response to this context, measurement professionals have called for a theory of action including behavior changes of multiple agents involved in the testing process. Also, changing roles have been seen for a broad range of agents including test developers, those who influence testing, and those influenced by testing. Some of these roles are discussed and others illustrated with examples from practice. A sociocultural theory of action noted in the literature is proposed as a thematic guide to practice. The paper concludes with a call for dialogue and two research and development tasks that might advance practice. (As Provided). |
| Anmerkungen | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: aupress@athabascau.ca; Web site: http://www.aupress.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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