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Direct linkCurren, Randall R. – Theory and Research in Education, 2004
This article addresses the capacity of high stakes tests to measure the most significant kinds of learning. It begins by examining a set of philosophical arguments pertaining to construct validity and alleged conceptual obstacles to attributing specific knowledge and skills to learners. The arguments invoke philosophical doctrines of holism and…
Descriptors: Test Items, Educational Testing, Construct Validity, High Stakes Tests
