The analysis of languaging paradigm can usualy help undersdand the assumptions of "people" during the processes of school administrative communications. The study tries to compare assumptive theory, descriptive theory and nomative theory between languaging respresentism and languaging structuralism and explores the different nature of people based on different languaging paradigms in school administrative communications. Through the analysis, the study also attempts to analyze the relationships between the two languaging paradigms and the commitment of school administrative action. As a result, the school administrative communications in languaging structuralism paradigm which is better than that of languaging respresentim paradigm in achieving the internal commitment of action, because the commitment of action is associated with the development of knowledge, administrative creativity, sufficient interaction and emerging meaning. The major reason points out that in communications languaging respresentism only provides people with the understanding of external reality and the exchange of information, but languaging structuralism provides people with the search for possible pictures of school administrative realits.
| Keywords: | Rasch measurement model; objective measurement; item response theory; multiparameter models; Rasch debate; test construct. |
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