Constructing (In)Competence: Disabling Evaluations in Clinical and Social Interaction

By Dana Kovarsky; Judith Felson Duchan et al. | Go to book overview
Save to active project

Chapter 8
Good Reasons for Bad Testing
Performance: The Interactional
Substrate of Educational Testing

Douglas W. Maynard Indiana University

Courtney L. Marlaire Marquette University

Children who experience difficulties in school or at home may be referred to a diagnostic clinic and there take a battery of examinations, including some that test their educational level and learning abilities. In analyzing the administration of a variety of test instruments, we argued that the results of these examinations are collaborative productions ( Marlaire & Maynard, 1990).1 This is contrary to the stimulus-response model of the testing relationship, which presumes that examiners are neutral conduits of prespecified items to which examinees respond with correct or incorrect answers reflecting individual levels of ability. Videotapes and transcripts of actual exam episodes show that each part of a "testing sequence" is assembled in the socially organized interaction between examiner and examinee.

Whereas the previous analysis utilized excerpts from a variety of testing instruments,2 in this chapter we concentrate on a single subtest, called blending, of the Woodcock-Johnson Psychoeducational Battery, which is designed to measure both aptitude and ability in a variety of learning

____________________
*
Originally published in Qualitative Sociology, 15,177-202, 1992. Reprinted with permission.
1
See also Cicourel et al. ( 1974); Heap ( 1980); Holstein ( 1983); Mehan ( 1973); Mehan ( 1978); Mehan, Hertweck, and Meihls ( 1986).
2
Included here were the Woodcock-Johnson Psychoeducational Battery, the Brigance Diagnostic Inventory of Early Development, the Ongoing Developmental Assessment Tool, and the Psychoeducational Profile. For descriptions of these, see Marlaire and Maynard ( 1990, p. 85). Special Education assessments rely, by legal mandate, on the use of more than one testing instrument in order to minimize test bias in the reported results. In addition, clinicians choose specific tests on the basis of what they judge to be the target "problem" and/or characteristics (such as the age, emotional or physical disability) of the subject.

-171-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited page

Bookmark this page
Constructing (In)Competence: Disabling Evaluations in Clinical and Social Interaction
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 381

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?