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Criterion‐referenced Assessment and the Development of Knowledge and Understanding
Author(s) -
DAVIS ANDREW
Publication year - 1995
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/j.1467-9752.1995.tb00337.x
Subject(s) - context (archaeology) , criterion referenced test , reliability (semiconductor) , educational assessment , curriculum , empirical research , epistemology , sociology , national curriculum , educational research , knowledge management , engineering ethics , validity , management science , psychology , social science , computer science , pedagogy , mathematics education , psychometrics , standardized test , economics , engineering , philosophy , biology , paleontology , power (physics) , quantum mechanics , clinical psychology , physics
The paper argues that no criterion‐referenced assessment system can achieve both reliability and validity at one and the same time. It shows that the reasons for this are conceptual, and hence that empirical research into the‘problem’ is a waste of money and effort. Considerable discussion is devoted to ideas of knowledge and understanding, and to proper educational objectives pertaining to these. Much reference is made to the current National Curriculum context in the United Kingdom, and conclusions are drawn for appropriate educational policy in this area.