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| Titel: |
Criterion-referenced Testing: pedagogical implications |
| Auteur: |
Horne, Stuart |
| Verschenen in: |
British educational research journal |
| Paginering: | Jaargang 10 (1984) nr. 2 pagina's 155-173 |
| Jaar: |
1984-10 |
| Inhoud: |
It is suggested that past and current testing systems in education fail to provide pedagogically valuable information. The more potentially valuable approach to educational testing, criterion-referenced measurement, is considered in detail. Although it should, theoretically, provide pedagogically useful information it is hampered by practical problems. These problems involve alternative interpretations of criterion-referenced measurement; the setting of cutting scores; validity and reliability. Domain content and domain order determination also present difficulties. It is concluded that the psychometric approach to criterion-referenced measurement masks the quality of response by relying on the quantity of correct responses. The alternative is to redirect criterion-referenced measurement principles to a learning theory base and a consideration of the quality of pupil errors. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 3 van 7 gevonden artikelen
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