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Features Of Standardized Instruments In Qualitative Educational Assessment

Author

Listed:
  • Emil LAZAR

    (University of Craiova, Romania)

  • Liliana-Maria TODERIUC

    (University of Bucharest, Romania)

Abstract

Among the operations of educational assessment, the decision is based on measurement and appreciation. The discussions about the measurement strategies of educational results, focus on relevant dimensions, how they are being offered by the respondent (separately or globally), and what methods should be used, how situational variables could be controlled so that the measurement should be accurate and confident/precise. The hypothesis of this study comes from the interrogation related to the desire of measuring so accurately. A simple, but a fair answer, would be that measurement should ensure data reproducibility, namely the certainty or confidence that what is submissive to the measurement would give the same results whether it would be accomplished by different evaluators, but with the same measuring instrument or at short periods of time. Therefore, this study is about the features/properties (values) of qualitative educational assessment and about the methods they provide.

Suggested Citation

  • Emil LAZAR & Liliana-Maria TODERIUC, 2019. "Features Of Standardized Instruments In Qualitative Educational Assessment," Annals of the University of Craiova, Series Psychology, Pedagogy, Teacher Training Department, University of Craiova, vol. 39(1), pages 19-25, June.
    • Handle: RePEc:edt:aucspp:v:39:y:2019:i:1:p:19-25
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    File URL: https://aucpp.ro/wp-content/uploads/2019/07/AUC_PP_no_39_Lazar_E_Toderiuc_LM_pp.-19-25.pdf
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    More about this item

    Keywords

    Qualitative measurement methods; Validity; Sensitivity; Accuracy; Fidelity.;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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