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.
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References
Glaser, R. (1963). Instructional technology and the measurement of learning outcomes: Some questions. American Psychologist, 18, 519–521.
Popham, W. J., & Husek, T. (1969). Implications of criterion-referenced measurement. Journal of Educational Measurement, 6(1), 1–9.
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© 2014 Springer Science+Business Media Dordrecht
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Popham, W. (2014). Looking at Assessment Through Learning-Colored Lenses. In: Wyatt-Smith, C., Klenowski, V., Colbert, P. (eds) Designing Assessment for Quality Learning. The Enabling Power of Assessment, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5902-2_12
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DOI: https://doi.org/10.1007/978-94-007-5902-2_12
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