Questioning the Measurement Model: Evaluation from the Perspective of Professional Judgement and Collaboration Within the Field of Educational Science (notice n° 552905)
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| fixed length control field | 02283cam a2200205 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121120907.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Mottier Lopez, Lucie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Questioning the Measurement Model: Evaluation from the Perspective of Professional Judgement and Collaboration Within the Field of Educational Science |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 42 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | — Questioning the Measurement Model: Evaluation from the Perspective of Professional Judgement and Collaboration Within the Field of Educational Science — This article highlights the link between evaluation and measurement within the field of education. The questions that are raised contribute to the ongoing debate on evaluation, also present within the field of administration. Initially, the article recalls the origins of measurement when it comes to education by mentioning the studies on grading practices which demonstrated the importance of possessing the skill set required for “aptly evaluating” student learning. Therefore, in this case measurement serves as a reference model. Next, the article presents some arguments questioning this idea, namely by highlighting the necessary distinction to be made between evaluation and measurement. By doing so, the article briefly outlines some of the major guidelines for broadening the theoretical framework of evaluation, in which measurement becomes merely just another means to an end. So as to illustrate this broadening process, the article concludes by presenting a model which brings evaluation to the forefront, as a social and epistemic practice, based on professional judgement and the collaborative dimensions of the evaluation process. It aims to integrate the characteristics associated with an evaluation that is both of service to the individual and to social intervention, yet encompassing measurement. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | contextualised evaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | collaboration |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Measurement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professional judgement in evaluation |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française d’administration publique | o 148 | 4 | 2014-03-18 | p. 939-952 | 0152-7401 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-francaise-d-administration-publique-2013-4-page-939?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-revue-francaise-d-administration-publique-2013-4-page-939?lang=en&redirect-ssocas=7080</a> |
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