Three Important Distinctions In How We Talk About Test Scores (Matt DiCarlo)
“Matthew Di Carlo is a senior fellow at the non-profit Albert Shanker Institute in Washington, D.C. His current research focuses mostly on education policy, but he is also interested in social stratification, work and occupations, and political attitudes/behavior.” The post appeared May 25, 2012
In education discussions and articles, people (myself included) often say “achievement” when referring to test scores, or “student learning” when talking about changes in those scores. These words reflect implicit judgments to some degree (e.g., that the test scores actually measure learning or achievement). Every once in a while, it’s useful to remind ourselves that scores from even the best student assessments are imperfect measures of learning. But this is so widely understood – certainly in the education policy world, and I would say among the public as well – that the euphemisms are generally tolerated.
And then there are a few common terms or phrases that, in my personal opinion, are not so harmless. I’d like to
In education discussions and articles, people (myself included) often say “achievement” when referring to test scores, or “student learning” when talking about changes in those scores. These words reflect implicit judgments to some degree (e.g., that the test scores actually measure learning or achievement). Every once in a while, it’s useful to remind ourselves that scores from even the best student assessments are imperfect measures of learning. But this is so widely understood – certainly in the education policy world, and I would say among the public as well – that the euphemisms are generally tolerated.
And then there are a few common terms or phrases that, in my personal opinion, are not so harmless. I’d like to