ERIC Number: EJ893146
Record Type: Journal
Publication Date: 2010-Sep
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0267-1522
EISSN: N/A
Available Date: N/A
Contrasting Conceptions of Comparability
Newton, Paul E.
Research Papers in Education, v25 n3 p285-292 Sep 2010
Robert Coe has claimed that three broad conceptions of comparability can be identified from the literature: performance, statistical and conventional. Each of these he rejected, in favour of a single, integrated conception which relies upon the notion of a "linking construct" and which he termed "construct comparability". Traditional frameworks for conceptualising comparability are undoubtedly limited. However, rather than rejecting their insights, a more fruitful approach is to reinterpret them. A new framework for conceptualising comparability makes more sense of traditional distinctions and helps to make sense of similarities and differences between linking constructs. (Contains 1 table and 1 note.)
Descriptors: Psychometrics, Measurement Techniques, Foreign Countries, Tests, Evaluation Methods, Standards, Comparative Analysis, Definitions, Educational Testing, Educational Assessment, Evaluation Criteria, Test Results, Test Interpretation, Educational Policy, Academic Achievement, Performance Based Assessment, Statistical Analysis, Construct Validity
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A