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Evaluating Educational Effectiveness
|Posted By: Jay Powell on May 30, 2015|
Congratulations on an excellent paper! I am not surprised that you have not reverenced our research, as it is not generally accepted in the psychometric community.
Our team has shown conclusively that when students' "wrong" answers are omitted in test scoring, the resulting loss of pertinent performance information from this practice invalidates the obtained test scores, rendering the entire process meaningless.
In addition, convergence on predetermined answers in an uncertain world violates our best science. "Right" answers do not exist outside of highly specified contexts. Herein lies a fundamental error in the manner by which we educate.
The reason why this problem arises is that tests measure interpretation skills, an intervening variable being totally ignored, and not directly students' knowledge. This issue is intuitively obvious once recognized, but tradition has blinded researchers to the truth.
Our work has not received the recognition it deserves because scoring is built upon an otherwise untested false assumption that "wrong" answers are demonstrably random selection events.
Much of what you say is not affected by this serious error being perpetrated by others, but the adverse consequences on some teachers and many students can not be included in your study because you did not consider this possibility.
Well done, with what you had in hand!