Oryginalny artykuł naukowy

O pułapkach pomiaru osiągnięć szkolnych: „przeciętny uczeń” nie istnieje

2015, 60, Numer 4

Janusz Trempała

DOI

Data publikacji

18.01.2016

Model publikowania

hybrydowy

Rodzaj licencji

CC BY 3.0 PL, CC BY 4.0 Int.

Dziedzina

Dziedzina nauk społecznych

Dyscyplina

pedagogika

Język publikacji

Polski

Pliki do pobrania

PDF 184 KB

Artykuł

Liczba wyświetleń:162

Liczba pobrań:40

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Abstrakt

The thesis of the article is that by focusing attention on the values of the average measurement of school achievement, we ignore variability, thereby reducing significantly the understanding of dynamics in students’ behaviour, development and learning (acquisition of knowledge and skills). The article attempts to show that the approach focused on trends in average is not well fitted to the dynamic nature of phenomena diagnosed in education and can be the source of many artefacts. The pitfalls in which in this approach we most often fall include: (a) a static measurement; (b) averaging the results; (c) the treatment of standard deviation as a measurement error and noise information which is not worth dealing with.

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Bibliografia

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