Improving Balance in Educational Measurement: A Legacy of E. F. Lindquist

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational and Behavioral Statistics Pub Date : 2024-01-07 DOI:10.3102/10769986231218306

Daniel Koretz

引用次数: 0

Abstract

A critically important balance in educational measurement between practical concerns and matters of technique has atrophied in recent decades, and as a result, some important issues in the field have not been adequately addressed. I start with the work of E. F. Lindquist, who exemplified the balance that is now wanting. Lindquist was arguably the most prolific developer of achievement tests in the history of the field and an accomplished statistician, but he nonetheless focused extensively on the practical limitations of testing and their implications for test development, test use, and inference. I describe the withering of this balance and discuss two pressing issues that have not been adequately addressed as a result: the lack of robustness of performance standards and score inflation. I conclude by discussing steps toward reestablishing the needed balance.

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改善教育测量的平衡性：林奎斯特的遗产

近几十年来，教育测量学在实际问题和技术问题之间失去了至关重要的平衡，因此，该领域的一些重要问题没有得到充分解决。我先从 E. F. Lindquist 的工作谈起，他是现在缺乏平衡的典范。林奎斯特可以说是该领域历史上最多产的成绩测验开发者，也是一位杰出的统计学家，但他仍然广泛关注测验的实际局限性及其对测验开发、测验使用和推断的影响。我描述了这种平衡的凋零，并讨论了因此而没有得到充分解决的两个紧迫问题：成绩标准缺乏稳健性和分数膨胀。最后，我将讨论重建必要平衡的步骤。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational and Behavioral Statistics Multiple-

CiteScore

4.40

自引率

4.20%

发文量

期刊介绍： Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.