Marlaire1990
| Marlaire1990 | |
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| BibType | ARTICLE |
| Key | Marlaire1990 |
| Author(s) | Courtney L. Marlaire, Douglas W. Maynard |
| Title | Standardized testing as an interactional phenomenon |
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| Tag(s) | EMCA, Education, Testing, Instructional Sequence |
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| Year | 1990 |
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| Journal | Sociology of Education |
| Volume | 63 |
| Number | |
| Pages | 83-101 |
| URL | Link |
| DOI | 10.2307/2112856 |
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Abstract
This is a study of the social organization of standardized testing as an interactional activity. From the outset of an examination, parties engage in co-orientational and rehearsal activities that show an interactional bedrock to the testing activity. Furthermore, the three-part "instructional sequence" that previous researchers identified in other learning environments is adapted to testing situations. Detailed variations in the three components of a "test-item sequence"--testing prompts, replies, and acknowledgments--show that each component is assembled in the socially organized interaction between the tester and the testee. Contrary to the stimulus-response model of the testing relationship, the authors confirm previous investigations which suggested that test scores are "collaborative productions" and explore the implications of this finding for aggregate-level research on bias in mental testing.
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