Literaturnachweis - Detailanzeige
| Autor/in | Ebel, Robert L. |
|---|---|
| Institution | American Educational Research Association, Washington, DC.; Michigan State Univ., East Lansing. |
| Titel | Some Limitations of Criterion-Referenced Measurement. |
| Quelle | (1970), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Achievement Rating; Achievement Tests; Attitude Change; Criteria; Critical Incidents Method; Evaluation Methods; Measurement; Measurement Techniques; Teaching Methods; Test Construction; Testing |
| Abstract | Contrary to the impression which exists in some quarters, criterion-referenced measurements are not a recent development that modern technology has made possible and that effective education requires. The use of criterion-referenced measurements can not be expected to improve significantly our evaluations of educational achievement. The major limitations of criterion-referenced measurements are: (1) they do not tell us all we need to know about achievement; (2) they are difficult to obtain on any sound basis; and (3) they are necessary for only a small fraction of important educational achievements. It is true that norm-referenced measurements of educational achievement need to have content meaning as well as relative meaning. We need to understand not just that a student excells or is deficient, but what it is that he does well or poorly. However, these meanings and understandings are seldom wholly absent when norm-referenced measures are used. They can be made more obviously present and useful it we choose to do so. (KJ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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