Is validation always valid? Cross-cultural complexities of standard-based instruments migrating out of their context
Is validation always valid? Cross-cultural complexities of standard-based instruments migrating out of their context
复制标题
验证总是有效吗？
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
V. Pagani
中科院分区：
文献类型：
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作者：
G. Pastori;V. Pagani
摘要国际上采用基于标准的措施来评估ECEC质量提出了一些关键问题，涉及文化的复杂性和从其文化摇篮中迁移出来的工具的有效性问题；然而，这一主题在文献中只得到了很少的关注。本文旨在解决这一差距，介绍了研究设计和从意大利收集的数据的初步结果，这些数据来自欧洲学习关怀和全国推广，开发了课堂评估评分系统(CLASS)的批判性文化方法--一个基于标准的工具，用于评估美国课堂上的师生互动。ECEC专家和教师参与了班级的重点讨论，认识到该工具没有捕捉到的连续性、差异和分歧的要素以及师生关系的关键特征。这些结果为国际上使用标准化评估工具的方法论反思提供了有趣的见解，并为教育和质量观的“普遍与文化相关”的理论反思提供了有趣的见解。
ABSTRACT The international application of standard-based measures to assess ECEC quality raises crucial questions concerning the cultural complexities and the problematic validity of instruments migrating out of their cultural cradle; nevertheless the topic has received only marginal attention in the literature. This paper, which aims to address this gap, presents the research design and first findings from the Italian data collected within the European study CARE and a national extension, developing a critical-cultural approach to the Classroom Assessment Scoring System (CLASS) – a standard-based instrument to evaluate teacher–child interactions in U.S. classrooms. ECEC experts and teachers have been involved in focused discussions of CLASS recognizing elements of continuity, differences and disagreements and key-features of the teacher–child relationship not captured by the tool. Results offer interesting insights into a methodological reflection on the international use of standardized evaluation tools and into a theoretical reflection on ‘universal vs. culture-related’ views on education and quality.