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ERIC Number: ED442829
Record Type: Non-Journal
Publication Date: 2000-Apr-28
Pages: 19
Abstractor: N/A
Reference Count: N/A
Alignment of Standardized Achievement Tests To State Content Standards: A Comparison of Publishers' and Teachers' Perspectives.
Buckendahl, Chad W.; Plake, Barbara S.; Impara, James C.; Irwin, Patrick M.
Test publishers have promoted their commercially available, norm-referenced achievement tests as viable solutions to assessment challenges faced by states. They argue that their tests are developed professionally, and, therefore, possess sound psychometric properties not often found in state-specific efforts. This study compared judgments from two sources, test publishers from two companies and teachers, on the alignment of test items from two commercially available norm-referenced achievement tests in a Midwestern state's content standards at three grade levels in reading/writing and mathematics. Teacher panels consisted of 10 teachers for each of language and mathematics panels at grade 8 and high school levels and 20 teachers for each panel for grade 4. Analyses in this study focus on the level of agreement between the state's teachers' perceptions of how well the tests aligned to the standards and the alignment reported by the two test publishers. Results indicate that there may be some inconsistency between teachers' and publishers' perceptions. (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A