Finding the Right Grain-Size for Measurement in the Classroom

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational and Behavioral Statistics Pub Date : 2023-03-30 DOI:10.3102/10769986231159006

M. Wilson

引用次数: 0

Abstract

This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (externally developed items), and micro (on-the-fly in the classroom). The first level is the usual context for educational measurement, but one of the contributions of this article is that it mainly focuses on the latter two levels. Co-ordination of the content across these two levels can be achieved using the concept of a construct map, which articulates the substantive target property at levels of detail that are appropriate for both teacher planning and within-classroom use. This article then describes a statistical model designed to span these two levels and discusses how best to relate this to the macrolevel. Results from a curriculum and instruction development project on the topic of measurement in the elementary school are demonstrated, showing how they are empirically related.

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在教室里找到合适的测量粒度

本文介绍了一个新的框架来阐明教育评估如何与教师在课堂上的使用相关。它阐述了三个评估级别：宏观（使用标准化测试）、中观（外部开发的项目）和微观（在课堂上动态）。第一个层次是教育测量的常见背景，但本文的贡献之一是主要关注后两个层次。可以使用构造图的概念来实现这两个层次的内容协调，构造图在适合教师规划和课堂使用的细节层次上阐明了实质性目标属性。然后，本文描述了一个旨在跨越这两个层面的统计模型，并讨论了如何最好地将其与宏观层面联系起来。展示了一个关于小学测量主题的课程和教学开发项目的结果，展示了它们之间的经验联系。

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.