Psychometricians’ Beliefs About Learning:

摘要: The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to test” is good or bad for student learning can be explained by differences in specialists beliefs learning. Qualitative analysis of interview data from a nationally representative sample 50 district testing directors revealed approximately half operate implicit theories advocate, first, close alignment tests with curriculum and, second, judicious teaching tested content. Historical quotations are used show these beliefs, associated criterion-referenced testing, derive behaviorist theory, which requires sequential mastery constituent skills explicit each step. sequential, facts-before-thinking model contradicted, however, substantial body evidence cognitive psychology. Implicit should ma...