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Errors of Measurement, Theory, and Public Policy. William H. Angoff Memorial Lecture Series

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Title: Errors of Measurement, Theory, and Public Policy. William H. Angoff Memorial Lecture Series
Language: English
Authors: Kane, Michael, Educational Testing Service
Source: Educational Testing Service. 2010.
Availability: Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Peer Reviewed: N
Page Count: 40
Publication Date: 2010
Document Type: Opinion Papers
Speeches/Meeting Papers
Descriptors: Error of Measurement, Scores, Public Policy, Test Theory, Reliability, Certification, High Stakes Tests, Testing, Federal Legislation, Educational Legislation, Test Validity
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
Abstract: The 12th annual William H. Angoff Memorial Lecture was presented by Dr. Michael T. Kane, ETS's (Educational Testing Service) Samuel J. Messick Chair in Test Validity and the former Director of Research at the National Conference of Bar Examiners. Dr. Kane argues that it is important for policymakers to recognize the impact of errors of measurement on test scores and on average scores for groups. He asserts that a clear understanding of the magnitude of errors of measurement can have at least two benefits: identifying where measurement procedures need to be improved, and improving policy decisions by reducing the tendency to interpret and act on score differences that may, in fact, be meaningless. Dr. Kane grounds his argument in a discussion of the origins of errors of measurement, their role in conceptual frameworks and their control. He then discusses the relationship between definitions of constructs (variables of interest) and individuals' conception of errors of measurement. Understanding this relationship helps users of test scores decide whether a score difference should be interpreted as a difference in the construct being measured or should be attributed to error. (Contains 6 footnotes and 1 table.) [This lecture was presented at Educational Testing Service, Princeton, New Jersey, on November 19, 2008.]
Abstractor: ERIC
Number of References: 29
Entry Date: 2010
Accession Number: ED509385
Database: ERIC
FullText Text:
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  Data: Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
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  Data: The 12th annual William H. Angoff Memorial Lecture was presented by Dr. Michael T. Kane, ETS's (Educational Testing Service) Samuel J. Messick Chair in Test Validity and the former Director of Research at the National Conference of Bar Examiners. Dr. Kane argues that it is important for policymakers to recognize the impact of errors of measurement on test scores and on average scores for groups. He asserts that a clear understanding of the magnitude of errors of measurement can have at least two benefits: identifying where measurement procedures need to be improved, and improving policy decisions by reducing the tendency to interpret and act on score differences that may, in fact, be meaningless. Dr. Kane grounds his argument in a discussion of the origins of errors of measurement, their role in conceptual frameworks and their control. He then discusses the relationship between definitions of constructs (variables of interest) and individuals' conception of errors of measurement. Understanding this relationship helps users of test scores decide whether a score difference should be interpreted as a difference in the construct being measured or should be attributed to error. (Contains 6 footnotes and 1 table.) [This lecture was presented at Educational Testing Service, Princeton, New Jersey, on November 19, 2008.]
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