Key Concepts in Educational Assessment provides expert definitions and interpretations of common terms within the policy and practice of educational assessment. Concepts such as validity, assessment for learning, measurement, comparability and differentiation are discussed, and there is broad coverage of UK and international terminology. Drawing on the considerable expertise of the authors, the entries provide: - clear definitions; - accounts of the key issues; - authoritative and reliable information; - suggestions for further reading
Created to support students of education on undergraduate and postgraduate courses, and established education professionals including those who are members of the Chartered Institute of Educational Assessors (CIEA), this book is an accessible guide for anyone engaged in educational assessment.
Tina Isaacs is Director of the MA in Educational Assessment at the Institute of Education, London.
Catherine Zara was most recently Director of the MA in Educational Assessment and Director of the BA (Hons) in Post Compulsory Education and Training at the University of Warwick.
Graham Herbert was most recently Director of the CIEA.
Steve J. Coombs is Head of Department for Continuing Professional Development at Bath Spa University, which offers an MA in Educational Assessment.
Charles Smith is senior lecturer in economics and education at Swansea Metropolitan University of Wales Trinity Saint David.
Chapter 28: Measurement
To measure something is to ascertain the extent or quantity of that thing by comparison with a fixed unit or with an object of known size. Measurement in assessment is usually defined as the act of assigning letters, numbers or symbols, according to a known, specific set of rules or to a standard.
A standardised instrument is generally used to measure how big, heavy, hot or long something is. When we measure something, we do not assess it; we simply collect information about it relative to some established and agreed standard: Celsius, metre, kilogramme. When we assess something, we collect information about a previously known and agreed objective. We often ascribe to this information a measurement in the form of a score or grade. If ...