110
Tal, E. (2020). Measurement in science. In E. N. Zalta (Ed.), The Stanford encyclopedia of
philosophy. Stanford, CA: Stanford University. Retrieved from plato.stanford.edu/entries/
measurement- science
Teller, P. (2013). The concept of measurement-precision. Synthese, 190, 189–202.
Velleman, P. F., & Wilkinson, L. (1993). Nominal, ordinal, interval, and ratio typologies are misleading. The American Statistician, 47(1), 65–72.
Weyl, H. (1949/2009). Philosophy of mathematics and natural science. Princeton, NJ: Princeton
University Press.
Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ:
Lawrence Erlbaum Associates.
Wilson, M. (2013). Using the concept of a measurement system to characterize measurement models used in psychometrics. Measurement, 46(9), 3766–3774.
Wilson, M. (2018). Making measurement important for education: The crucial role of classroom
assessment. Educational Measurement: Issues and Practice, 37(1), 5–20.
4 Philosophical perspectives on measurement
Tal, E. (2020). Measurement in science. In E. N. Zalta (Ed.), The Stanford encyclopedia of
philosophy. Stanford, CA: Stanford University. Retrieved from plato.stanford.edu/entries/
measurement- science
Teller, P. (2013). The concept of measurement-precision. Synthese, 190, 189–202.
Velleman, P. F., & Wilkinson, L. (1993). Nominal, ordinal, interval, and ratio typologies are misleading. The American Statistician, 47(1), 65–72.
Weyl, H. (1949/2009). Philosophy of mathematics and natural science. Princeton, NJ: Princeton
University Press.
Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ:
Lawrence Erlbaum Associates.
Wilson, M. (2013). Using the concept of a measurement system to characterize measurement models used in psychometrics. Measurement, 46(9), 3766–3774.
Wilson, M. (2018). Making measurement important for education: The crucial role of classroom
assessment. Educational Measurement: Issues and Practice, 37(1), 5–20.
4 Philosophical perspectives on measurement
