Terry A. Ackerman, Deborah L. Bandalos, Derek C. Briggs, Howard T. Everson, Andrew D. Ho, Susan M. Lottridge, Matthew J. Madison, Sandip Sinharay, Michael C. Rodriguez, Michael Russell, Alina A. von Davier, Stefanie A. Wind
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引用次数: 0
摘要
本文介绍了美国国家教育测量委员会（National Council on Measurement in Education Presidential Task Force on Foundational Competencies in Educational Measurement）的共识。基础能力是指支持未来发展其他专业和学科能力的能力。作者制定了教育测量基础能力框架，说明了教育测量课程如何帮助学习者发展这些能力，并展示了基础能力如何在教育测量专业中不断发展。该框架介绍了三个基础能力领域：沟通与协作能力；技术、统计与计算能力；教育测量能力。在教育测量能力领域中，作者确定了五个子领域：社会、文化、历史和政治背景；有效性、验证和公平性；理论和工具；精确性和概括性；以及心理测量模型。
Foundational Competencies in Educational Measurement
This article presents the consensus of an National Council on Measurement in Education Presidential Task Force on Foundational Competencies in Educational Measurement. Foundational competencies are those that support future development of additional professional and disciplinary competencies. The authors develop a framework for foundational competencies in educational measurement, illustrate how educational measurement programs can help learners develop these competencies, and demonstrate how foundational competencies continue to develop in educational measurement professions. The framework introduces three foundational competency domains: Communication and Collaboration Competencies; Technical, Statistical, and Computational Competencies; and Educational Measurement Competencies. Within the Educational Measurement Competency domain, the authors identify five subdomains: Social, Cultural, Historical, and Political Context; Validity, Validation, and Fairness; Theory and Instrumentation; Precision and Generalization; and Psychometric Modeling.
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