ERIC Number: ED428131
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
The Validity of Gains in Scores on the Kentucky Instructional Results Information System (KIRIS).
Koretz, Daniel M.; Barron, Sheila I.
Large gains in scores have been observed over the first years of the Kentucky Instructional Results Information System (KIRIS) program. The extent to which these gains in scores indicate that student learning improved was evaluated. Previous studies have suggested that KIRIS score gains might be appreciably inflated, something that might result from many factors, including familiarization with the assessment and inappropriate teaching to the test. External evidence of validity from the National Assessment of Educational Progress and the American College Testing (ACT) college-admissions tests and internal evidence from the KIRIS itself were used to assess the meaning of score gains in mathematics, reading, and, to a lesser degree, science. Taken together internal and external sources suggest inflation of score gains in mathematics, and they suggest a mechanism, item-specific coaching tailored to reused items, that may have contributed to the score inflation. The evidence is less clear cut for reading. Some steps that could alleviate this inflation problem are outlined. An appendix discusses methodological issues in the data analysis. (Contains 48 figures, 37 tables, and 37 references.) (SLD)
Descriptors: Achievement Gains, Elementary Secondary Education, Scores, State Programs, Tables (Data), Test Items, Test Results, Testing Programs, Validity
Tel: 310-451-7002; Fax: 310-451-6915; E-mail: firstname.lastname@example.org
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Sponsor: Pew Charitable Trusts, Philadelphia, PA.; Ford Foundation, New York, NY.
Authoring Institution: Rand Corp., Santa Monica, CA. Inst. for Education and Training.
Identifiers - Location: Kentucky
IES Cited: ED506645