| Nama Pengarang | : | Ginette Delandshere, Anthony R. Petrosky, Virginia Richarson, Walberg, Herbert J., House, Ernest R., Rubin, Louis |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-18 |
| Abstraksi Narasi | : | When we conceive of knowledge as what is created in discourse, the role of interpretation in the assessment of complex performance s becomes critical. Sincean assessment system is always defined within an ideology, we discuss the possibility of framing interpretations within that ideology to produce consistent judgments. We propose ways of structuring and formulating interpretations within a dimensional framework and of making them explicit and visible in the writing of interpretive summaries. The discussion in this article reflects the constant tension between the requirement to make assessment decisions and the fact that the performances and their assessment are considered tobe acts of interpretation which do not easily accommodate the notion of correctness. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-23, 27 |
| Abstraksi Narasi | : | The concept of dysrationalia is intriguing at a dysrational level- but the construct need much better conceptualization and elaboration, e , theory, operationalization. , comvergen, and discriminant, convergent and discriminant validation, and safeguard, and safe guards agains misuse. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-22 |
| Abstraksi Narasi | : | The concept of intelligence is usually conceived of and operationalized interms of cognitive capacities-relatively fixed information processing operations that determine the efficiency with wich preestablished goals are achieved. Intelligence, as operationalized in standardized assessment instruments, has not included the measurement of dispositions toward rational thought and behavior (i.e., the thought processes that fix beliefs proportionately to evidence and that maintain consistency among beliefs). This contrasts with the vernacular use of the term intelligence, which does subsume dispositions toward rationality. It is argued that educational researchers and social scientists should begin to consider the consequences of the discrepancy between scientific/professional and vernacular concepts of intelligence. In order to provoke thought about the discrepancy and the effects that it has on educationnal practice and social policy, it is proposed that the field consider the implications of a new psychological concept, dysrationalia: the inability to think and behave rationally despite adequate intelligence. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-8 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Hedges, Larry V., Richard D. Laine, Rob Greenwald, Eric A. Hanushek, Stanovich, Keith E., Sternberg, Robert J. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 9-10 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 23-30 |
| Abstraksi Narasi | : | This article reviews recent developments and "standardized patients" in performance examinations to assess the competence of medical professionals. The results of large-scale standardized patient-based performance assessments are presented and discussed in terms of their feasibility, reliability, validity, and implications for assessing competence in other professions. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 31-33 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-22 |
| Abstraksi Narasi | : | The call by educational researchers for the methodological management of the self is placed within a discussion on modes of consciousness. The management of both subjectivity and objectivity are seen as sharing the same alienated mode of consciousness that believes in the possibility of a regulated distance between self and other. Drawing from interdisciplinary writings, I explore a participatory mode of consciousness, which involves a somatic, nonverbal quality of attention that necessitates letting go of the focus on self. The recognition of kinship and therefore of etnics is at the core of a participatory mode of consciousness. I further note relations to educational research and questions to be raised if a participatory mode of consciousness is to be fostered. |
| Nama Pengarang | : | Hedges, Larry V., Richard D. Laine, Rob Greenwald, Lous Heshusius, Kenneth A. Kiewra, Nu Viet Vu, Howard S. Barrows |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 5-14 |
| Abstraksi Narasi | : | Research on educational production functions attempts to model the relation between resource inputs and school outcomes such as educational achievement. Over the last decade a series of influential reviews of this literature have suggested that there is no systematic relation between resource inputs and school outcomes when controlling for student characteristics such as socioeconomic status. The inference procedure used in these reviews, vote counting, is known to be problematic. This study is a reanalysis of data from these earlier, using more sophisticated synthesis methods. It shows systematic positive relations between resource inputs and school outcomes. Moreover, analyses of the magnitude of these relations suggest that the median relation (regression coefficient) is large enough to be of practical importance. While this reanalysis suggests that previous data do not support the conclusions that Hanushek and derived from it, limitations of their data set warrant caution in using it for policy formation. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-23 |
| Abstraksi Narasi | : | Authentic and direct assessments of performances and products are examined in the light of contrasting functions and purposes having implications for validation, especially with respect to the need for specialized validity criteria tailored for performance assessment. These include contrasts between performances and products, between assessment of performance per se and performance assessment of competence or other constructs, between structured and unstructured problems and response modes, and between breadth and depth of domain coverage. These distinctions are elaborated in the context of an overarching contrast between task-driven and construct-driven performance assesment. Rhetoric touting performance assessments becouse assessment. Rhetoric touting performance assessments because they eschew decomposed skills and decontextualized tasks is viewed as misguided, in that component skills and abstract problems have a legitimate place in pedagogy. Hence, the essence of authentic assessment must be sought elsewhere , that is, in the quest for complete construct representation. With this background, the concepts of `` authenticity" and "directness" of performance assessment are treated as tantamount to promissory validity claims that they offset, respectively, the two major threats to construct validity, namely, construct underrepresentation and construct-irrelevant variance. With respect to validation, the salient role of both positive and negative consequences in underscored as well as the need, as in all assessment, for evidence of construct validity. |
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