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Book Review: Behavioural and Social Rehabilitation and Training

Book Review: Behavioural and Social Rehabilitation and Training 114 Australian10urnal of Education out their philosophical bases, and studying their implications for practice. Redefining the two concepts and adopting a totally idiosyncratic terminology serves no useful purpose, and adds to the terminological confusion that has plagued us for so long. Furthermore it puts those who learn from this text in a position where they can only contribute to debate with the rest of the world by abandoning the terminology they have been taught. This was an unfortunate choice and in itself is enough to persuade me not to use the text. At various points in the book, material has been introduced to reflect changed thinking about testing. In Chapter 2, a basic teaching model is described that links instructional objectives, entering behaviour, instructional procedures and performance assessment, and clearly implies a criterion-referenced approach to assessment. Small sections have been added to the chapters on reliability (proposing no alternative) and item analysis (proposing an unrealistic alternative) but, by and large, the philosophy permeating the book is that of norm-referenced measurement. The last paragraph in the chapter on reliability spells this out very clearly: In this chapter, we have stressed the importance of test reliability II a factor in test http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Behavioural and Social Rehabilitation and Training

Parmenter, Trevor R.
Australian Journal of Education , Volume 34 (1): 3 – Apr 1, 1990
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References (2)

Publisher
SAGE
Copyright
© 1990 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419003400109
Publisher site
See Article on Publisher Site

Abstract

114 Australian10urnal of Education out their philosophical bases, and studying their implications for practice. Redefining the two concepts and adopting a totally idiosyncratic terminology serves no useful purpose, and adds to the terminological confusion that has plagued us for so long. Furthermore it puts those who learn from this text in a position where they can only contribute to debate with the rest of the world by abandoning the terminology they have been taught. This was an unfortunate choice and in itself is enough to persuade me not to use the text. At various points in the book, material has been introduced to reflect changed thinking about testing. In Chapter 2, a basic teaching model is described that links instructional objectives, entering behaviour, instructional procedures and performance assessment, and clearly implies a criterion-referenced approach to assessment. Small sections have been added to the chapters on reliability (proposing no alternative) and item analysis (proposing an unrealistic alternative) but, by and large, the philosophy permeating the book is that of norm-referenced measurement. The last paragraph in the chapter on reliability spells this out very clearly: In this chapter, we have stressed the importance of test reliability II a factor in test

Journal

Australian Journal of Education – SAGE

Published: Apr 1, 1990

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