Finding the Right Grain-Size for Measurement in the Classroom
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| Title: | Finding the Right Grain-Size for Measurement in the Classroom |
|---|---|
| Language: | English |
| Authors: | Mark Wilson (ORCID |
| Source: | Journal of Educational and Behavioral Statistics. 2024 49(1):3-31. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1621265 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Educational Assessment, Measurement, Standardized Tests, Test Items, Concept Mapping, Educational Planning, Elementary Schools, Measurement Techniques, Statistical Analysis, Evidence Based Practice, Student Evaluation |
| DOI: | 10.3102/10769986231159006 |
| ISSN: | 1076-9986 1935-1054 |
| Abstract: | This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (externally developed items), and micro (on-the-fly in the classroom). The first level is the usual context for educational measurement, but one of the contributions of this article is that it mainly focuses on the latter two levels. Co-ordination of the content across these two levels can be achieved using the concept of a construct map, which articulates the substantive target property at levels of detail that are appropriate for both teacher planning and within-classroom use. This article then describes a statistical model designed to span these two levels and discusses how best to relate this to the macrolevel. Results from a curriculum and instruction development project on the topic of measurement in the elementary school are demonstrated, showing how they are empirically related. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1405823 |
| Database: | ERIC |
| Abstract: | This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (externally developed items), and micro (on-the-fly in the classroom). The first level is the usual context for educational measurement, but one of the contributions of this article is that it mainly focuses on the latter two levels. Co-ordination of the content across these two levels can be achieved using the concept of a construct map, which articulates the substantive target property at levels of detail that are appropriate for both teacher planning and within-classroom use. This article then describes a statistical model designed to span these two levels and discusses how best to relate this to the macrolevel. Results from a curriculum and instruction development project on the topic of measurement in the elementary school are demonstrated, showing how they are empirically related. |
|---|---|
| ISSN: | 1076-9986 1935-1054 |
| DOI: | 10.3102/10769986231159006 |
