Difference between revisions of "Marlaire1990"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Courtney L. Marlaire; Douglas W. Maynard; | + | |Author(s)=Courtney L. Marlaire; Douglas W. Maynard; |
|Title=Standardized testing as an interactional phenomenon | |Title=Standardized testing as an interactional phenomenon | ||
| − | |Tag(s)=EMCA; Education; Testing; Instructional Sequence; | + | |Tag(s)=EMCA; Education; Testing; Instructional Sequence; |
|Key=Marlaire1990 | |Key=Marlaire1990 | ||
|Year=1990 | |Year=1990 | ||
|Journal=Sociology of Education | |Journal=Sociology of Education | ||
|Volume=63 | |Volume=63 | ||
| − | |Pages= | + | |Number=2 |
| + | |Pages=83–101 | ||
|URL=http://www.jstor.org/stable/2112856 | |URL=http://www.jstor.org/stable/2112856 | ||
|DOI=10.2307/2112856 | |DOI=10.2307/2112856 | ||
| − | |Abstract=This is a study of the social organization of standardized testing as an interactional activity. From the outset of an examination, parties engage in co-orientational and rehearsal activities that show an interactional bedrock to the testing activity. Furthermore, the three-part "instructional sequence" that previous researchers identified in other learning environments is adapted to testing situations. Detailed variations in the three components of a "test-item sequence" | + | |Abstract=This is a study of the social organization of standardized testing as an interactional activity. From the outset of an examination, parties engage in co-orientational and rehearsal activities that show an interactional bedrock to the testing activity. Furthermore, the three-part "instructional sequence" that previous researchers identified in other learning environments is adapted to testing situations. Detailed variations in the three components of a "test-item sequence"—testing prompts, replies, and acknowledgments—show that each component is assembled in the socially organized interaction between the tester and the testee. Contrary to the stimulus-response model of the testing relationship, the authors confirm previous investigations which suggested that test scores are "collaborative productions" and explore the implications of this finding for aggregate-level research on bias in mental testing. |
}} | }} | ||
Latest revision as of 00:16, 22 October 2019
| Marlaire1990 | |
|---|---|
| BibType | ARTICLE |
| Key | Marlaire1990 |
| Author(s) | Courtney L. Marlaire, Douglas W. Maynard |
| Title | Standardized testing as an interactional phenomenon |
| Editor(s) | |
| Tag(s) | EMCA, Education, Testing, Instructional Sequence |
| Publisher | |
| Year | 1990 |
| Language | |
| City | |
| Month | |
| Journal | Sociology of Education |
| Volume | 63 |
| Number | 2 |
| Pages | 83–101 |
| URL | Link |
| DOI | 10.2307/2112856 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This is a study of the social organization of standardized testing as an interactional activity. From the outset of an examination, parties engage in co-orientational and rehearsal activities that show an interactional bedrock to the testing activity. Furthermore, the three-part "instructional sequence" that previous researchers identified in other learning environments is adapted to testing situations. Detailed variations in the three components of a "test-item sequence"—testing prompts, replies, and acknowledgments—show that each component is assembled in the socially organized interaction between the tester and the testee. Contrary to the stimulus-response model of the testing relationship, the authors confirm previous investigations which suggested that test scores are "collaborative productions" and explore the implications of this finding for aggregate-level research on bias in mental testing.
Notes
