Contrasting conceptions of comparability

Contrasting conceptions of comparability

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...

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Bibliographic Details
Published in:Research papers in education Vol. 25; no. 3; pp. 285 - 292
Main Author: Newton, Paul E.
Format: Journal Article
Language:English
Published: Routledge 01-09-2010
Subjects:
Academic Achievement
assessment
comparability
Comparative Analysis
Construct Validity
Definitions
Educational Assessment
Educational output
Educational planning
Educational Policy
Educational Testing
Evaluation
Evaluation Criteria
Evaluation Methods
Examinations
Foreign Countries
Measurement Techniques
Performance Based Assessment
Psychometrics
Quality standards
Standardization
Statistical Analysis
Students
Test Interpretation
Test Results
Tests
United Kingdom
United Kingdom
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Summary: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.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:0267-1522
1470-1146
DOI:10.1080/02671522.2010.498144