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来源类型Working Paper
规范类型报告
DOI10.3386/w29990
来源IDWorking Paper 29990
Measuring Knowledge
James J. Heckman; Jin Zhou
发表日期2022-05-02
出版年2022
语种英语
摘要Empirical studies in the economics of education, the measurement of skill gaps across demographic groups, and the impacts of interventions on skill formation rely on psychometrically validated test scores that record the proportion of items correctly answered. Test scores are sometimes taken as measures of an invariant scale of human capital that can be compared over time and people. We show that for a prototypical test, invariance is violated. We use an unusually rich data set from an early childhood intervention program that measures knowledge of narrowly defined skills on essentially equivalent subsets of tasks. We examine if conventional, broadly-defined measures of skill are the same across people who are comparable on detailed knowledge measures. We reject the hypothesis of aggregate scale invariance and call into question the uncritical use of test scores in research on education and on skill formation. We compare different measures of skill and ability and reject the hypothesis of valid aggregate measures of skill.
主题Econometrics ; Data Collection ; Health, Education, and Welfare ; Education ; Labor Economics ; Labor Discrimination
URLhttps://www.nber.org/papers/w29990
来源智库National Bureau of Economic Research (United States)
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条目标识符http://119.78.100.153/handle/2XGU8XDN/587663
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James J. Heckman,Jin Zhou. Measuring Knowledge. 2022.
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