Abstract
A widespread view consists in considering that validated psychotechnical tests enable one to measure intellectual abilities with the help of the scoring of observed performances. This paper (i) elaborates a falsifiable conception of ordinal measurement, (ii) shows that it is likely that the observed performances falsify it, and (iii) analyzes how psychometric modeling fulfils the comparative imperative that underpins the assessment of abilities. But the evaluative efficacy builds up to the detriment of scientific knowledge of the performance's determinants. The practice of psychological assessment is then thought of as a sociotechnics of assessment without measurement.
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