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Additional resources for Testing: Friend or Foe?: Theory and Practice of Assessment and Testing (Master Classes in Education Series)
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J. (1965) Examinations: An Account of their Evolution as Administrative Devices in England, London: Longman. L. , MURPHY, R. and TORRANCE, H. (eds) Changing Educational Assessment: International Perspectives and Trends, London: Routledge, pp. 143–8. P. B. (1985) ‘Standards, curriculum and performance: A historical and comparative perspective’, Educational Researcher, 14, pp. 5–20. A. E. (1993) ‘The morass of school readiness screening: Research on test use and test validity’, pp. 293–305 in SPODEK, B.
There is a very large number of tasks that can be constructed to 39 Friend or Foe? assess a pupil’s attainment in any given area of learning. Even if the range is restricted to written responses, the particular topics and skills addressed in a question, the types of question used, the context in which the question is set, the way it is expressed can all be varied. There is ample evidence that all such variations can lead to significant variations in a pupil’s response. Two questions which seem to the expert to be asking the same thing in different ways might well be seen by the pupil as completely different questions.
However, it could well be unsatisfactory. In part, this would be because it might not reflect the learning aims of the study of the pupils who were being tested. More importantly, the results would not give a fair indication of the capacity of the pupils to succeed in any future study of science: such future study would almost certainly involve a far broader set of aims than can be reflected by problems framed in an atomized form with pre-set responses set out for selection. Such issues are examples of the general problem of validity.