Metaphors and the psychometric paradigm |
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| Authors: | Tom Bramley |
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| Institution: | 1. Cambridge Assessment, Cambridge, UKBramley.t@cambridgeassessment.org.uk |
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| Abstract: | ABSTRACTThis paper analyses the psychometric paradigm for understanding educational measurement and standard setting by considering the extent to which that understanding is based on metaphors. I argue that through the metaphors ‘more is up’ and ‘good is up’ we spatialise concepts that are not intrinsically spatial. Human abilities form a distinct conceptual category, with complex and varying rules for the correct usage of different ability terms. The fact that most abilities can be discussed in terms of both ‘possession’ and of ‘more or less’ invites reification, spatialisation, and hence the application of measurement metaphors. Insights into the measurement of abilities can be gained by careful consideration of how ability terms are used in normal discourse, especially of athletic abilities which are partly quantified in terms of attributes that are physically measureable. The fuzziness of natural language creates some of the problems in understanding standards in both psychometrics and physical measurement. |
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| Keywords: | Psychometrics standard-setting measurement metaphors |
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