Specifying the Three Ws in Educational Measurement: Who Uses Which Scores for What Purpose?

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

Journal of Educational Measurement Pub Date : 2022-12-25 DOI:10.1111/jedm.12355

Andrew Ho

引用次数: 1

Abstract

I argue that understanding and improving educational measurement requires specificity about actors, scores, and purpose: Who uses which scores for what purpose? I show how this specificity complements Briggs’ frameworks for educational measurement that he presented in his 2022 address as president of the National Council on Measurement in Education.

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指定教育测量中的三个w:谁使用哪个分数用于什么目的?

我认为理解和改进教育测量需要明确参与者、分数和目的:谁将哪个分数用于什么目的?我展示了这种特殊性是如何补充布里格斯在2022年作为国家教育测量委员会主席的演讲中提出的教育测量框架的。

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 Measurement Multiple-

CiteScore

2.30

自引率

7.70%

发文量

期刊介绍： The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.