The Relative Equitability of High-Stakes Testing versus Teacher-Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS).

Brennan, Robert T.; Kim, Jimmy; Wenz-Gross, Melodie; Siperstein, Gary N.

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Peer reviewed

ERIC Number: EJ630478

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0017-8055

EISSN: N/A

The Relative Equitability of High-Stakes Testing versus Teacher-Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS).

Brennan, Robert T.; Kim, Jimmy; Wenz-Gross, Melodie; Siperstein, Gary N.

Harvard Educational Review, v71 n2 p173-216 Sum 2001

Comparison of teacher-assigned grades and Massachusetts Comprehensive Assessment System (MCAS) scores in English, math, and science for 736 eighth-graders reveals that MCAS hurts African-Americans and Latinos/as in math and girls in math and science. Equitability disparities indicate the need for caution in high-stakes testing; scores should be validated by other assessments. (Contains 135 references.) (SK)

Descriptors: Elementary Secondary Education, Females, Grade 8, Grades (Scholastic), Graduation, High Stakes Tests, Minority Groups, School Holding Power, Standardized Tests, Testing Problems

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Massachusetts Comprehensive Assessment System

Grant or Contract Numbers: N/A

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