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ERIC Number: ED476420
Record Type: Non-Journal
Publication Date: 2002-Jun
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Test-Based Accountability and Student Achievement Gains: Theory and Evidence.
Jacob, Brian A.
This paper examines the issue of test score inflation in the context of test-based accountability. The first section provides some background on the topic, describing what exactly is meant by test score inflation, reviewing the existing evidence for such inflation, and discussing why one should or should not be concerned if scores are inflated. When test scores are inflated, they are no longer good indicators of overall student skills. The second section discusses a number of ways to understand whether test score gains resulting from an accountability policy are meaningful. The third section presents some evidence on the factors driving test score improvements in Chicago following the implementation of high-stakes testing in that district. Data from the school system were obtained for students in grades 3, 6, and 8 from 1993 to 2000. The final section discusses the implications of potential test score inflation for education policy. Carefully examining the nature of gains on a high-stakes examination can reveal much about real performance changes under an accountability program. (Contains 9 tables and 28 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A