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A constant error is one which has the same magnitude for all of the scores of a given group. In other words the presence of a constant error results in all the scores' of this group being either too high or too low. In the field of physical measurement we have an illustration of a constant error when a merchant gives short weights, such as a grocer who uses a peck or bushel measure which has a false bottom. The group of scores to which a given constant error applies may be those of a class, a school system or a group of school systems. It is possible that a given constant error would affect the scores made by boys and not those made by girls even when both sexes are tested together. Furthermore, it should be noted that a constant error may be either positive or negative.
A variable error of measurement is one which varies or differs in magnitude for the several scores of a given group. We may secure an illustration of variable errors in the field of physicalmeasurement by having a group of persons guess the length of a given object, for example, a table or even a pencil. If these guesses are made independently they are found to extend over a considerable range. In order to determine the magnitude of the variable errors involved in any guess it is necessary to determine the true length. In our illustration this might be done by having the length carefully measured by means of a yardstick or a tapeline. However, if we have secured a reasonably large number of guesses we may obtain an approximately true measure of the length by taking the average of the guesses. The difference between the true measure and any guess constitutes a variable error.1 Some-of these differences are positive and some negative. A few approximate zero.
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The Constant and Variable Errors of Educational Measurements (Classic Reprint)
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Paperback. Condizione: New. Print on Demand. This book undertakes the daunting task of providing a coherent understanding of the complexities of providing individualized education. The author draws from prior research, theoretical frameworks, and historical precedents to outline an empirically sound approach to this pressing need. The approach explicated in this volume provides a comprehensive toolkit for educators hoping to shepherd a new era of educational equity. By considering the historical context of educational provision, the book first lays bare the deeply-rooted structural impediments to accommodating diverse learning styles. The book then offers researchers and practitioners alike a critical examination of current approaches to classification and instruction. Drawing upon educational psychology, measurement theory, and curriculum development, it cogently synthesizes the research literature in order to present a multitude of methodologies for the organization of both students and educational content. In so doing, the author provides a foundation for educators to approach the task of individualization with skepticism towards both traditional and overly simplistic approaches. This book will not only transform the way we think about individualized instruction, it may well signal the start of a new era within the field itself. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item. Codice articolo 9780331287820_0
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