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Looking at Assessment Through Learning-Colored Lenses

  • W. James Popham
Chapter
Part of the The Enabling Power of Assessment book series (EPAS, volume 1)

Abstract

For almost 100 years, American educators have relied on a comparison-focused conception of educational measurement—a conception contributing little to students’ learning. This chapter describes the pivotal role of a famous World War I aptitude test in fostering this perception of assessment. It identifies the nature and the potential contributions of criterion-referenced measurement, along with the admonition that even assessments yielding criterion-referenced interpretations must be carefully evaluated. In addition to explicitly describing what a given test measures, tests that contribute to an assessment-for-learning strategy must provide instructionally actionable results. This chapter argues that educational tests must be perceived not in a traditional manner but, rather, from a learning perspective.

Keywords

Instructional Actionability Educational Test Criterion Domain American Educator Educational Assessment 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Glaser, R. (1963). Instructional technology and the measurement of learning outcomes: Some questions. American Psychologist, 18, 519–521.CrossRefGoogle Scholar
  2. Popham, W. J., & Husek, T. (1969). Implications of criterion-referenced measurement. Journal of Educational Measurement, 6(1), 1–9.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.University of CaliforniaLos AngelesUSA

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