A Review of “Sociocognitive Foundations of Educational Measurement” by Robert Mislevy
The last century has witnessed a staggering increase in the scope and complexity of educational measurement and assessment activities, apace with the development of society itself. The same timeframe has also seen substantial developments in the statistical models frequently applied to educational test data. However, it is not always clear whether our collective ability to coherently interpret and responsibly utilize the results of these assessments—referring, as they intend to do, to facts about human beings, in all their situated complexity—has kept up with these developments. Indeed, a number of prominent scholars have raised serious concerns regarding the conceptual foundations of educational and psychosocial measurement, including in this journal (e.g., Borsboom, 2006; also see...
It is senseless to seek in the logical process of mathematical elaboration a psychologically significant precision that was not present in the psychological setting of the problem. (Boring, 1920, p.33).
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