Personalizing Assessment: Dream or Nightmare?
Over our field's 100‐year‐plus history, standardization has been a central assumption in test theory and practice. The concept's justification turns on leveling the playing field by presenting all examinees with putatively equivalent experiences. Until relatively recently, our field has ac...
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| Published in | Educational measurement, issues and practice Vol. 43; no. 4; pp. 119 - 125 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Washington
Wiley Subscription Services, Inc
01.12.2024
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0731-1745 1745-3992 |
| DOI | 10.1111/emip.12652 |
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| Abstract | Over our field's 100‐year‐plus history, standardization has been a central assumption in test theory and practice. The concept's justification turns on leveling the playing field by presenting all examinees with putatively equivalent experiences. Until relatively recently, our field has accepted that justification almost without question. In this article, I present a case for standardization's antithesis, personalization. Interestingly, personalized assessment has important precedents within the measurement community. As intriguing are some of the divergent ways in which personalization might be realized in practice. Those ways, however, suggest a host of serious issues. Despite those issues, both moral obligation and survival imperative counsel persistence in trying to personalize assessment. |
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| AbstractList | Over our field's 100‐year‐plus history, standardization has been a central assumption in test theory and practice. The concept's justification turns on leveling the playing field by presenting all examinees with putatively equivalent experiences. Until relatively recently, our field has accepted that justification almost without question. In this article, I present a case for standardization's antithesis, personalization. Interestingly, personalized assessment has important precedents within the measurement community. As intriguing are some of the divergent ways in which personalization might be realized in practice. Those ways, however, suggest a host of serious issues. Despite those issues, both moral obligation and survival imperative counsel persistence in trying to personalize assessment. |
| Author | Bennett, Randy E. |
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| Cites_doi | 10.2307/2967215 10.1007/978-3-319-58689-2_1 10.1111/j.1745-3984.1997.tb00519.x 10.1002/ets2.12323 10.3389/feduc.2019.00043 10.1111/jedm.12324 10.1007/BF02294343 10.1080/08957347.2023.2217555 10.1111/emip.12496 10.6028/NIST.SP.1270 10.1080/10627197.2023.2202312 10.1787/01820d6d-en 10.1007/978-3-319-25991-8_1 10.1007/s10648‐021‐09615‐8 10.1080/10627197.2022.2042682 10.1080/10627197.2023.2226388 10.1111/j.1745-3984.2011.00157.x 10.1111/emip.12377 10.1037/0003-066X.52.10.1115 10.1177/01466216241253795 10.1002/tea.1018 10.1111/emip.12429 10.2307/2668188 10.1111/jedm.12320 10.1007/BF02295132 10.1207/S15324818AME1203_3 10.1002/j.2333-8504.1992.tb01450.x 10.1111/emip.12551 10.2307/2668195 |
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| Title | Personalizing Assessment: Dream or Nightmare? |
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