ERIC Number: ED435760
Record Type: RIE
Publication Date: 1999-Nov
Reference Count: N/A
Should Achievement Tests Be Used To Judge School Quality?
Bauer, Scott C.
A study was conducted to provide empirical evidence to answer the question of whether student scores on standardized achievement tests represent reasonable measures of instructional quality. Using a research protocol designed by W. Popham and the local study directors, individual test items from a nationally marketed standardized achievement test were rated by educators and parents to determine the degree to which raters felt that items reflect important content that is actually taught in schools and the degree to which raters felt that students' answers to the questions would be likely to be unduly influenced by confounded causality. Thirty reviewers served as item raters: 2 principals, 18 teachers, and 10 parents of elementary school students. On average, raters felt that the content of test questions measured material that is important for students to know. However, for reading and language arts questions, between 20% to 40% of the items were viewed as suspect in terms of other criteria. Mathematics problem-solving and reasoning items were considered the least problematic. Educators and parents did not differ statistically on their ratings on most criteria, although about two-thirds of educators felt that tests should not be used to judge instructional quality, while only 40% of parents felt this way. Two appendixes contain six tables of descriptive statistics. (Contains 17 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Evaluation Association (Orlando, FL, November 3-6, 1999). Research presented in this paper was supported by a grant from the School Leadership Center of Greater New Orleans.