Teachers' Use of Background Knowledge to Interpret Test Scores
Datos Bibliográficos
| ID | 2544591 |
|---|---|
| Autores | Kenneth C W Leiter (autor de correspondencia) |
| Año | 1976 |
| Volumen | 49 |
| Número | 1 |
| Páginas | 59 |
| Fecha de publicación | 1976-01-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Sociology of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0038-0407 • E-ISSN: 1939-8573 |
| Editorial | JSTOR (PUBLISHER) |
| DOI | 10.2307/2112393 |
| OpenAlex | W2058037172 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 1 |
This paper examines how teachers interpret scores from standardized tests. One of the reasons for the use of standardized tests is to eliminate the teacher's use of subjective knowledge. An examination of how teachers interpret test scores reveals that in using the score the teacher embeds it in just the kinds of knowledge the test scores are supposed to replace. It is further shown that it is precisely this subjectivity of the teacher that gives the test scores their objective and factual status
Epistemology · Knowledge level · Mathematics education · Standardized test · Subjectivity · Test (biology) · Test score · Psychology · Social Psychology · Student Assessment and Feedback
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 0,07 |
| Intervalo de citas | 1981 - 1983 (3) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |