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Practical and Perceived Challenges to Instructionally Supportive Accountability Tests

机译：教学支持性责任测试的实际和感知挑战

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摘要

This commentary focused on two of Popham et al.'s (this issue) three recommendations with respect to developing and implementing and instructionally supportive accountability tests. Although the recommendations are practical and commendable, I am concerned that they would be subject to many of the criticisms we hear about the current uses of tests in reducing curriculum (primarily from educators) and reporting scores that may not be supported by the program's validity evidence (primarily from psychometricians). As an extension of the authors' brief discussion about the potential for matrix sampling of the domain, the potential for adaptive testing also seemed relevant. Each of these related concepts may help to address these concerns; however, as a side effect (positive or negative, depending on one's perspective) it would increase the assessment-literacy expectations that the authors have acknowledged are already needed.
机译：这篇评论集中在Popham等人（本期）的两项关于开发和实施问责制测试的建议中。尽管这些建议是切实可行和值得称赞的，但我担心它们会受到许多批评，这些批评是我们听到的有关当前使用考试减少课程（主要是从教育者那里来）和报告分数的批评，而该分数可能不受该计划的有效性证据支持（主要来自心理计量学家）。作为作者对域矩阵采样潜力的简短讨论的扩展，自适应测试的潜力似乎也很重要。这些相关概念中的每一个都可能有助于解决这些问题。然而，作为副作用（正面或负面，取决于一个人的观点），这将增加作者已经承认的评估素养的期望。

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  • 来源
    《Measurement》 |2005年第3期|p.180-183|共4页
  • 作者

    Chad W. Buckendahl;

  • 作者单位

    Buros Center for Testing, 21 TEAC, University of Nebraska-Lincoln, Lincoln, NE 68588-0353;

  • 收录信息 美国《科学引文索引》(SCI);
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会科学总论;
  • 关键词

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