UNCERTAINTIES IN PEDAGOGICAL MEASUREMENTS
This paper presents new approaches to the treatment of pegagogical
measurement results. Objective estimation of how much knowledge a student
acquired within a course is a very difficult process and one cannot eliminate
a set of noise factors in this process. The noise factors need to be corrected, especially
systematic influences, which
can negatively influence the exam results of students. Classification of
these factors shows the similarity between the evaluation method of knowledge
during an exam and methods used during evaluation of metrological measurements
- both evaluation methods use the same statistical methods. The metrological
approaches can be applied to the evaluation of pedagogical examinations.
These aproaches present a new view and results in the evaluation of the
process of exams.
Keywords: measurement, pedagogical measurement, metrological measurement, uncertainty of measurement