Reasoning about Testing.
This article argues against the sloppy logic in arguments for reconsidering standards and assessments in educational testing. Sloppy reasoning has three characteristics: It employs grandiose but vacuous rhetoric, makes careless inferences regarding cause and effect, and mistakes faith for fact. Whil...
| Publicado en: | Education Digest Vol. 56; no. 5; pp. 56 - 59 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Prakken Publications
Jan91
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=9106101366&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 9106101366 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0013127X EDD jtl: Education Digest issn: 0013127X maglogo: N pubinfo: dt: Jan91 vid: 56 iid: 5 pid: 327 pub: Prakken Publications artinfo: ui: 9106101366 ppf: 56 ppct: 3 formats: tig: atl: Reasoning about Testing. aug: au: Cizek, Gregory J. affil: Program Associate, American College Testing Program (ACT), Iowa City, Iowa su: Education Logic Reasoning Rhetoric Causation (Philosophy) Abolitionists Educational quality sug: subj: Education Logic Reasoning Rhetoric Causation (Philosophy) Abolitionists Educational quality ab: This article argues against the sloppy logic in arguments for reconsidering standards and assessments in educational testing. Sloppy reasoning has three characteristics: It employs grandiose but vacuous rhetoric, makes careless inferences regarding cause and effect, and mistakes faith for fact. While the presence of the characteristics in this debate is worrisome, more troubling is the possibility that it could influence a reform movement. The use of rhetoric by abolitionists is most noticeable in attempts to capture the moral high ground through emotional appeal. In fairness to a movement to abolish assessment in early grades, the justification of the whining must be asked. Unfortunately, the argumentation offered in this position is mired in careless inferences about cause and effect. Moreover, the most plausible cause-and-effect interference regarding testing and educational quality has been overlooked by abolitionists: that the temperature of the patient is being taken more frequently because other data suggest that there is a problem. The public reacted negatively to the handwriting on the wall because it contains misspellings and poor grammar, which illustrates the third characteristics of sloppy reasoning. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1991 holdings: @attributes: islocal: N |
|---|