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Article

Ready for school? Ready for learning? An empirical contribution to a perennial debate

  • Trevor G. Bond (a1)
Extract

The Rasch measurement principles espoused in the Bond & Fox (2001) volume reviewed elsewhere in this journal are routinely adopted by Australia's major educational measurement projects (e.g., by Australian Council for Educational Research, Educational Testing Centre). Yet those ideas are yet to have their full impact in smaller research projects in educational and developmental psychology. A number of quantitative analytical techniques used in our disciplines are able to help us to draw conclusions like “Betty is better than or more developed than Bob”, but Rasch measurement is uniquely placed to help us conclude that “Betty is this much better than or more developed than Bob.” In educational and psychological statistics, we regularly presume the “interval” nature of our research data, but only the Rasch model sets about to ensure that the units of measurement maintain their unit value across the whole achievement or development scale.

Copyright
COPYRIGHT: © Australian Psychological Society 2001
Corresponding author
School of Education, Jarnes Cook University, Queensland 4811, Phone: 61 7 4781 4637, Fax: 61 7 4725 1690, E-mail: Trevor.Bond@jcu.edu.au, website: http://www.soe.jcu.edu.au/staff/bond/
References
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Bond, T.G., & Bunting, E.M. (1995). Piaget and measurement III: Reassessing the méthode clinique. Archives de Psychologie, 63, 231–255.
Bond, T.G., & Fox, C.M. (2001). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ: Erlbaum.
Bunting, E. (1993). A qualitative and quantitative analysis of Piaget’s control of variables scheme. Unpublished thesis, James Cook University of North Queensland, Townsville.
Drake, C. (1998). Judgements versus justifications in Piagetian research: An empirical contribution to a philosophical argument. Unpublished thesis, James Cook University of North Queensland, Townsville.
Education Queensland. (1997). The Year 2 Diagnostic Net Kit. Brisbane: Education Queensland.
Endler, L.C. & Bond, T.G. (2001). Cognitive development in a secondary science setting. Research in Science Education, 30(4), 403–416.
Korn, K. (2002). The development of seriation skills in young children: An empirical investigation. Unpublished honours thesis, James Cook University of North Queensland: Townsville. Manuscript in preparation.
Parkinson, K. (1996). Children’s understanding of area concepts: A comparison between performance on Piagetian interview tasks and school based written tasks. Unpublished honours thesis, James Cook University of North Queensland: Townsville.
Reiterer, C.J. (2001). Children’s understanding of probability: An inquiry into cognitive development and probability in the primary mathematics curriculum. Unpublished honours thesis, James Cook University of North Queensland: Townsville.
Russell, J.D. (2001). “Caught In The Net’: Examining the correspondence between cognitive development and performance on the Year Two Diagnostic Net. Unpublished honours thesis, James Cook University of North Queensland: Townsville.
Stanbridge, B. (2001). A radical constructivist approach to high school science teaching: Investigating its potential to extend student’s meaningful learning through the optimisation and possible extension of their cognitive abilities. Unpublished honours thesis, James Cook University of North Queensland: Townsville.
Willis, Y. (2002). The development of classification skills in young children: An empirical investigation. Unpublished honours thesis, James Cook University of North Queensland: Townsville.
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The Educational and Developmental Psychologist
  • ISSN: 2059-0776
  • EISSN: 2059-0784
  • URL: /core/journals/educational-and-developmental-psychologist
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