[Rasch] A practical one

Trevor Bond trevor.bond at jcu.edu.au
Mon Oct 10 15:36:59 EST 2005

dear John et al.,

my response was not intended to be trite, but you go to the heart of 
the matter here:
>Hopefully the purpose of education is not merely rote learning and

If that really is the case, then the testing would not advantage 
those who have seen the test before and merely pass by a little: 
rote learning and memorisation.
That was the reason for the high jump analogy. I fear that we espouse 
high educational principles and then write tests like the one to 
which you refer. We say we want problem solving but test memory and 
so go to enormous trouble to keep the test secret.

Best wishes

At 2:59 PM +1000 10/10/05, John Barnard \(EPEC\) wrote:
>Of course Trevor, but let's take it from another angle. If a person has
>a copy of a paper or can remember some questions and thus answer some
>questions correctly in spite of not having the knowledge (but having
>seen the questions) it is a different story. What about a person who
>passes a test because of "memorising" some answers? Or in your metaphor,
>a person who didn't clear a height but stands on a step in the second
>attempt now clears the height - is this fair to those who didn't use the
>Hopefully the purpose of education is not merely rote learning and

Trevor G BOND Ph D
Professor and Head of Dept
Educational Psychology, Counselling & Learning Needs
D2-2F-01A EPCL Dept.
Hong Kong Institute of Education
10 Lo Ping Rd, Tai Po
New Territories HONG KONG

Voice: (852) 2948 8473
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