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What Makes Measurement Important for Education?

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Title: What Makes Measurement Important for Education?
Authors: Wilson, Mark1 (AUTHOR)
Source: Educational Measurement: Issues & Practice. Dec2024, Vol. 43 Issue 4, p73-82. 10p.
Subject Terms: *Educational tests & measurements, *Summative tests, *Formative evaluation, *Elementary schools, *Student teaching
Abstract: This contribution to the Special Issue of EM:IP on the topic of The Past, Present and Future of Educational Measurement concentrates on the present and the future and hence focuses on the goal of improving education. The results of meta‐analyses were examined, and it was noted that the largest effect sizes were associated with actual use of formative assessments in classroom settings—hence classroom assessment (in contrast with large‐scale assessment). The paper describes micro assessment, which focuses on in‐classroom forms of measurement, and then expands this assessment approach to focus on frames beyond that in terms of summative end‐of‐semester tests (macro). This is followed by a description of how these approaches can be combined using a construct map as the basis for developing and using assessments to span across these two levels in terms of the BEAR Assessment System (BAS). Throughout, this is exemplified using an elementary school program designed to teach students about geometry. Finally, a conclusion summarizes the discussion, and also looks to the future where a meso level of use involves end‐of‐unit tests. [ABSTRACT FROM AUTHOR]
Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: What Makes Measurement Important for Education?
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  Data: <searchLink fieldCode="AR" term="%22Wilson%2C+Mark%22">Wilson, Mark</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Measurement%3A+Issues+%26+Practice%22">Educational Measurement: Issues & Practice</searchLink>. Dec2024, Vol. 43 Issue 4, p73-82. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Summative+tests%22">Summative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teaching%22">Student teaching</searchLink>
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  Label: Abstract
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  Data: This contribution to the Special Issue of EM:IP on the topic of The Past, Present and Future of Educational Measurement concentrates on the present and the future and hence focuses on the goal of improving education. The results of meta‐analyses were examined, and it was noted that the largest effect sizes were associated with actual use of formative assessments in classroom settings—hence classroom assessment (in contrast with large‐scale assessment). The paper describes micro assessment, which focuses on in‐classroom forms of measurement, and then expands this assessment approach to focus on frames beyond that in terms of summative end‐of‐semester tests (macro). This is followed by a description of how these approaches can be combined using a construct map as the basis for developing and using assessments to span across these two levels in terms of the BEAR Assessment System (BAS). Throughout, this is exemplified using an elementary school program designed to teach students about geometry. Finally, a conclusion summarizes the discussion, and also looks to the future where a meso level of use involves end‐of‐unit tests. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/emip.12646
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      – Code: eng
        Text: English
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      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Summative tests
        Type: general
      – SubjectFull: Formative evaluation
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Student teaching
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      – TitleFull: What Makes Measurement Important for Education?
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              M: 12
              Text: Dec2024
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