Distributive Fairness in Educational Assessment Psychometric Theory Meets Fuzzy Logic

摘要

If we accept that there might be a non-trivial relationship between team performance and performance of team members in non-trivial learning settings, then we need to consider seriously the question, what kind of relationship that may be. This paper will explore various possibilities by proposing and analysing candidate theories and models. Moreover, we will consider different ways to test empirically, which theory does a better job of describing and explaining teachers' judgements of team and student performance. To this end, we shall also discuss the important distinction between analytic and holistic assessment. This research will combine Poppers'/Miller's research paradigm of Falsifiability and Suppes'/Narens' research paradigm of Meaningfulness.