an article by Stephen G. Sireci (University of Massachusetts Amherst) and Ellen Forte (edCount, LLC) published in Educational Measurement: Issues and Practice Volume 31 Issue 2 (Summer 2012)
Abstract
Current educational policies rely on educational assessments. However, the technical aspects of assessments are often unknown to policy makers, which is dangerous because sound assessment policy requires knowledge of the strengths and limitations of educational tests.
In this article, we discuss the importance of informing policy makers of important psychometric issues that should be considered whenever tests are proposed for specific purposes. We discuss the types of information that are important to communicate to policy makers, how to best convey this information in a manner in which it can be understood, and how to be seen as a valuable source of information to education policy makers.
We end with some specific steps organizations such as NCME can take to inform policy makers and advocate for valid educational assessment policies.
Hazel’s comment:
This is definitely one occasion that I wish, I wish very hard, that an American concept would come across the pond. However, it appears from this article that even the USA’s policy-makers are not taking much notice.
Reminds me of the not entirely untruthful comment: “the consultants are there to provide evidence for the determined policy”.
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