Introduction to the Special Issue on Classroom Assessment

Wilson, Mark; Ruiz-Primo, María Araceli; Paek, Pamela L.

doi:10.1111/jedm.12231

Cited by 1 publication

(1 citation statement)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By emphasizing and working on this core value we can forestall public criticism of testing by providing strong evidence of its benefits. It is encouraging to see emerging work in this area such as the work of the NCME Classroom Assessment Task Force (e.g., Wilson, Ruiz‐Primero, & Paek, 2019) and other work in classroom assessment (e.g., Brookhart & McMillan,2020), as well as emerging work using diagnostic classification modeling (e.g., Madison & Bradshaw, 2018).…”

Section: Core Values In Educational Measurementmentioning

confidence: 99%

NCME Presidential Address 2020: Valuing Educational Measurement

Sireci

2021

Educational Measurement

View full text Add to dashboard Cite

The community of educational measurement researchers and practitioners has made many positive contributions to education, but has also become complacent and lost the public trust. In this article, reasons for the lack of public trust in educational testing are described, and core values for educational measurement are proposed. Reasons for distrust of educational measurement include hypocritical practices that conflict with our professional standards, a biased and selected presentation of the history of testing, and inattention to social problems associated with educational measurement. The five core values proposed to help educational measurement serve education are: (a) everyone is capable of learning; (b) there are no differences in the capacity to learn across groups defined by race, ethnicity, or sex; (c) all educational tests are fallible to some degree; (d) educational tests can provide valuable information to improve student learning and certify competence; and (e) all uses of educational test scores must be sufficiently justified by validity evidence. The importance of these core values for improving the science and practice of educational measurement to benefit society is discussed.

show abstract

Section: Core Values In Educational Measurementmentioning

confidence: 99%

NCME Presidential Address 2020: Valuing Educational Measurement

Sireci

2021

Educational Measurement

View full text Add to dashboard Cite

show abstract

Introduction to the Special Issue on Classroom Assessment

Cited by 1 publication

References 9 publications

NCME Presidential Address 2020: Valuing Educational Measurement

NCME Presidential Address 2020: Valuing Educational Measurement

Contact Info

Product

Resources

About