Literaturnachweis - Detailanzeige
| Autor/in | Newton, Paul E. |
|---|---|
| Titel | Contrasting Conceptions of Comparability |
| Quelle | In: Research Papers in Education, 25 (2010) 3, S.285-292 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0267-1522 |
| Schlagwörter | Psychometrics; Measurement Techniques; Foreign Countries; Tests; Evaluation Methods; Standards; Comparative Analysis; Definitions; Educational Testing; Educational Assessment; Evaluation Criteria; Test Results; Test Interpretation; Educational Policy; Academic Achievement; Performance Based Assessment; Statistical Analysis; Construct Validity; United Kingdom |
| Abstract | Robert Coe has claimed that three broad conceptions of comparability can be identified from the literature: performance, statistical and conventional. Each of these he rejected, in favour of a single, integrated conception which relies upon the notion of a "linking construct" and which he termed "construct comparability". Traditional frameworks for conceptualising comparability are undoubtedly limited. However, rather than rejecting their insights, a more fruitful approach is to reinterpret them. A new framework for conceptualising comparability makes more sense of traditional distinctions and helps to make sense of similarities and differences between linking constructs. (Contains 1 table and 1 note.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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