摘要/Abstract

测量对象的“可测性”的确定是心理与教育测量的理论前提。 心理与教育测量理论界一直把桑代克(E．L．Thorndike)和麦柯尔(W．A．McCall)关于测量对象“可测性”的认识看成是心理与教育测量理论前提。然而，确定测量对象的“可测性”应包括三个层次的内容：首先是确定测量对象“质”的客观存在性，其次是确定测量对象“量”的相对稳定性和差异性，再次是确定针对测量对象的测量工具的可发展性。因此应对心理与教育测量的理论前提进行必要的修正，完善心理与教育测量的理论前提，为心理与教育理论的发展提供更充实、更丰厚的认

The confirmation of measurability is the basic theoretical hypothesis in educational and psychological measurement. All the time it is generally believed that the statements about testability from E．L．Thorndike and W．A．McCall formed the theoretical basis and fundament of the psychological and educational measurement. This article proposed that the idea about the confirmation of measurability from E.L.Thorndike and W.A.McCall is not enough as the psychological and educational measurement theory premise. It suggests that the confirmation of measurability include three aspects about the objective of the psychological and educational measurement: the existence of quality of the objective, the relative stability and variability of quantity, and the feasibility of measurement tools for the objective of the psychological and educational measurement. It suggested that it is indispensable to improve the theoretical premise of psychological and educational measurement.