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The implications of Arrow's General ...

Johnson, Gary Bradford.

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The implications of Arrow's General Possibility Theorem for educational evaluation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The implications of Arrow's General Possibility Theorem for educational evaluation./
作者:	Johnson, Gary Bradford.
面頁冊數:	75 p.
附註:	Chair: Dillon K. Inouye.
Contained By:	Dissertation Abstracts International52-05A.
標題:	Education, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9131551

The implications of Arrow's General Possibility Theorem for educational evaluation.
Johnson, Gary Bradford.

The implications of Arrow's General Possibility Theorem for educational evaluation. - 75 p.

Chair: Dillon K. Inouye.

Thesis (Ph.D.)--Brigham Young University, 1991.

This paper discusses the implications of Arrow's General Possibility Theorem (1951) for educational evaluation. Arrow's theorem implies that all decision rules for educational evaluations that involve ordinal rankings of multiple alternatives on multiple criteria necessarily violate at least one of six reasonable conditions. The violation of any one of these conditions threatens the validity of an educational evaluation. Examples are given to illustrate each of the conditions and the consequences of their violation.Subjects--Topical Terms:

1019158
Education, General.

The implications of Arrow's General Possibility Theorem for educational evaluation.
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100 1 $a Johnson, Gary Bradford. $3 1266684
245 1 4 $a The implications of Arrow's General Possibility Theorem for educational evaluation.
300 $a 75 p.
500 $a Chair: Dillon K. Inouye.
500 $a Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1723.
502 $a Thesis (Ph.D.)--Brigham Young University, 1991.
520 $a This paper discusses the implications of Arrow's General Possibility Theorem (1951) for educational evaluation. Arrow's theorem implies that all decision rules for educational evaluations that involve ordinal rankings of multiple alternatives on multiple criteria necessarily violate at least one of six reasonable conditions. The violation of any one of these conditions threatens the validity of an educational evaluation. Examples are given to illustrate each of the conditions and the consequences of their violation.
520 $a These consequences leave educational evaluators in an untenable predicament. By relaxing or ignoring one or more of the conditions, decision rules do become available but are not wholly satisfactory. Avoiding evaluations altogether of the form operationally defined in this paper is a possible solution; however, the consequences of such an approach are also daunting. It is concluded that given this operational definition of evaluation, no ideally rational evaluation methodology exists.
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650 4 $a Education, Tests and Measurements. $3 1017589
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