| 来源类型 | Working Paper
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| 规范类型 | 报告
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| DOI | 10.3386/w29990
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| 来源ID | Working Paper 29990
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| Measuring Knowledge |
| James J. Heckman; Jin Zhou
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| 发表日期 | 2022-05-02
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| 出版年 | 2022
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| 语种 | 英语
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| 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
|
| URL | https://www.nber.org/papers/w29990
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| 来源智库 | National Bureau of Economic Research (United States)
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| 引用统计 |
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| 资源类型 | 智库出版物
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| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/587663
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推荐引用方式
GB/T 7714 |
James J. Heckman,Jin Zhou. Measuring Knowledge. 2022.
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文件名：
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w29990.pdf
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格式：
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Adobe PDF
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