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Classroom Assessment and Large‐Scale Psychometrics: Shall the Twain Meet? (A Conversation With Margaret Heritage and Neal Kingston)
Author(s) -
Heritage Margaret,
Kingston Neal M.
Publication year - 2019
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/jedm.12232
Subject(s) - psychometrics , scale (ratio) , schism , champion , psychology , educational assessment , conversation , test validity , clinical psychology , mathematics education , history , law , archaeology , politics , physics , communication , quantum mechanics , political science
Classroom assessment and large‐scale assessment have, for the most part, existed in mutual isolation. Some experts have felt this is for the best and others have been concerned that the schism limits the potential contribution of both forms of assessment. Margaret Heritage has long been a champion of best practices in classroom assessment. Neal Kingston has been involved with the application of psychometrics to large‐scale assessments for four decades. Together they discuss what commonalities and differences exist between these two assessment contexts, whether the twain should meet, what impediments or concerns exist, and whether they expect the status quo will change at all in the near future. Based on their joint keynote address at the NCME Special Conference on Classroom Assessment and Large‐Scale Psychometrics, they have expanded and constructed this discussion piece.