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ERIC Number: ED464120
Record Type: Non-Journal
Publication Date: 2002-Apr-4
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A State Perspective on Multiple Measures in School Accountability.
Schafer, William D.
Multiple measures may mean multiple opportunities to show achievement or the use of multiple assessment formats. A third meaning is the use of assessments from different sources, such as augmenting an external, usually commercial assessment with a state's own assessment. The first two meanings of multiple assessments have been explored extensively; the third has not. This paper explores the third by considering the use of a series of assessments from different sources in a statewide school assessment and accountability program. The two most important considerations in this type of multiple assessment are domain coverage, sometimes called alignment, and credibility. In Maryland, decisions about schools are based on the School Performance Index (SPI), and it has been suggested that incorporating the nationally norm-referenced Comprehensive Tests of Basic Skills (CTBS/5) into the SPI would broaden the scope of the index and its credibility. An analysis of the issues that seem most pertinent was performed, considering these issues: (1) reliability; (2) alignment; (3) efficiency; (4) equivalence of performance standards; (5) clarity; (6) control over content; (7) security; (8) accommodations; (9) trend interpretation; and (10) cost. Exploration of these areas seems to argue against incorporating the CTBS/5 into the SPI, although the test might be useful as part of a developed National Comparison index or a school restructuring index. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Maryland State Dept. of Education, Baltimore.
Authoring Institution: N/A
Identifiers - Location: Maryland
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills