Let’s Agree to (Mostly) Agree: A Response to Solano-Flores

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2023-04-03 DOI:10.1080/10627197.2023.2215978

R. Bennett

引用次数: 0

Abstract

ABSTRACT “Toward a Theory of Socioculturally Responsive Assessment” assembled design principles from multiple literatures and wove them into a working definition and a network of empirically testable propositions. The intention was to offer a coherent theoretical framework within which to understand why and how particular assessment designs might work, what actions testing programs should consider, how they might move forward with those actions, and how to evaluate the impact. Dr. Solano Flores offers many comments on these ideas, with which I mostly agree. In this response, I detail those agreements, as well as some points of departure. I close with some implications for revising the Standards.

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让我们同意（大部分）同意：对索拉诺·弗洛雷斯的回应

摘要“走向社会心理反应评估理论”汇集了多篇文献中的设计原则，并将其编织成一个有效的定义和一个可实证检验的命题网络。其目的是提供一个连贯的理论框架，在这个框架内了解特定评估设计为什么以及如何发挥作用，测试项目应该考虑哪些行动，如何推进这些行动，以及如何评估影响。索拉诺·弗洛雷斯博士对这些想法提出了许多意见，我基本同意。在这一答复中，我详细介绍了这些协议以及一些出发点。最后，我对修订标准提出了一些建议。

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

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.