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|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Delgado, C. & Silver, E. (2020). Reconceptualizing Measurement. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 693-696). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This paper proposes a new conceptual model of measurement, that includes qualitative ways of thinking about characteristics. Previous mathematics and science education research and policy documents have treated measurement as solely quantitative: absolute (a number of standard units) or relative (measurement with non-standard units or defining the size of one object in terms of another). Theoretical arguments from information science, statistics, and developmental psychology are employed to support the inclusion of qualitative ways of thinking in measurement. The model includes two qualitative ways of thinking: ordering and grouping, for a total of four ways of thinking. Given that assessment tasks can be posed for each way of thinking, the model implies that there can be 16 types of strategy. Strategies are illustrated with examples from student interviews. The model is also shown to account well for strategies previously reported. Implications for educational practice and research are suggested.|
|Appears in Collections:||ICLS 2020|
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