Examination Standards and the Limits of Linking

Autor/in	Newton, Paul E.
Titel	Examination Standards and the Limits of Linking
Quelle	In: Assessment in Education Principles Policy and Practice, 12 (2005) 2, S.105-123 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Evaluation Methods; Measurement Techniques; Equated Scores; Rating Scales; Test Construction; Data Collection; Data Analysis; Standards; Foreign Countries; Student Evaluation; Value Judgment + Suchen Sie Ihr Suchwort? Messtechnik; Rating-Skala; Testaufbau; Data capture; Datensammlung; Auswertung; Standard; Ausland; Schulnote; Studentische Bewertung; Werturteil
Abstract	There is a tendency in the literature to characterize linking as equating done somewhat less rigorously. The ambiguity of this conception can lead to confusion amongst policy-makers and members of the public and can result in the proliferation of comparability myths. As the constructs assessed by two tests decrease in similarity, so the difference between equating and linking becomes one of kind rather than degree. To help make sense of linking in different contexts, a general model is proposed, based upon the idea of a 'linking construct'. This general model is used to define the limits of linking and to clarify what users and stakeholders need to know about linking and linked scores. Finally, a distinction is drawn between judgemental linking as a method (e.g., social moderation) and judgemental linking as a theory (i.e., the value judgement theory of linking). The latter presents a challenge to the general model, which is defended. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10