Fairness in Measurement and Selection: Statistical, Philosophical, and Public Perspectives

Autor/in	Zwick, Rebecca
Titel	Fairness in Measurement and Selection: Statistical, Philosophical, and Public Perspectives
Quelle	In: Educational Measurement: Issues and Practice, 38 (2019) 4, S.34-41 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12299
Schlagwörter	Culture Fair Tests; Decision Making; Standardized Tests; Selection Criteria; Definitions; Educational Testing; Measurement Techniques; Philosophy; Standards + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Standadised tests; Standardisierter Test; Selection criterion; Auslesekriterium; Begriffsbestimmung; Messtechnik; Philosophie; Standard
Abstract	Selection decisions have a major impact on our education, occupation, and quality of life, and the role of standardized tests in selection has always been a source of controversy. Here, I consider various definitions of fairness in measurement and selection--those emerging from within educational measurement and statistics, those from philosophy, and finally, those from the public. I use examples of public challenges to selection practices to illustrate the fact that technical and philosophical definitions of fairness do not align well with public concerns. I emphasize the importance of promoting awareness of existing standards, advocating for the fair use of testing and selection practices, and communicating in a candid and straightforward way when engaging with test takers and test users. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01