ERIC Number: ED456173
Record Type: RIE
Publication Date: 2000-Dec
Reference Count: N/A
The Use of Tests as Part of High-Stakes Decision-Making for Students: A Resource Guide for Educators and Policy-Makers.
Office for Civil Rights (ED), Washington, DC.
This guide helps educators and policymakers in developing and implementing policies that involve the use of standardized tests as part of decision making that has high stakes consequences for students. The guide applies to standardized tests that are addressed in the "Standards for Educational and Psychological Testing" (Joint Standards, 1999). Chapter 1 provides information about the leading professionally recognized test measurement principles. Chapter 2 includes the legal frameworks that have guided federal courts and OCR when addressing the use of tests that have high stakes consequences for students. It discusses the federal constitutional, statutory, and regulatory nondiscrimination principles that apply to the use of tests for high stakes purposes. This document does not establish any new legal or test measurement principles. Furthermore, the test measurement principles described in Chapter 1 are not legal principles. However, the use of tests in educationally appropriate ways, consistent with the principles described in Chapter 1, can help minimize the risk of noncompliance with the federal nondiscrimination laws discussed in Chapter 2. Five appendixes present: a glossary of legal terms; a glossary of test measurement terms; accommodations used by states; a compendium of federal statutes and regulations; and resources and references. (Contains 27 resources.) (SM)
Descriptors: Decision Making, Disabilities, Educational Policy, Elementary Secondary Education, Evaluation Methods, Federal Legislation, High Stakes Tests, Inclusive Schools, Limited English Speaking, Standardized Tests, Student Evaluation, Test Bias, Test Reliability
For full text: http://www.ed.gov/offices/OCR.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Policymakers; Practitioners
Authoring Institution: Office for Civil Rights (ED), Washington, DC.
Note: For "Standards for Educational and Psychological Testing," see ED 436 591. Primary drafters were David Berkowitz, Barbara Wolkowitz, Rebecca Fitch, and Rebecca Kopriva.