ERIC Number: ED478212
Record Type: Non-Journal
Publication Date: 2001-Mar
Reference Count: N/A
Evaluating the Consequential Aspect of Validity on the Arizona Instrument To Measure Standards.
Doran, Harold C.
The primary purpose of this investigation was to determine whether the positive consequences associated with high stakes test use and interpretation in Arizona were shared among all grade levels in the elementary school, not just the tested grades. In addition, a curriculum alignment variable was examined to observe its association with curricular and instructional change. The research design was quasi-experimental in nature using the posttest-only design with nonequivalent groups. The Arizona testing program tests were only administered in grades 3 and 5 at the elementary level. The nontested grades served as the comparison group, and the unit of analysis was the teacher. Kindergarten and grade 6 were excluded from the analysis as not all schools had both grades. The research sample was all teachers in grades 1 through 5 in a school district in Tucson, Arizona, representing about 15,000 students in all. Teachers answered a questionnaire about the testing program and curriculum. Findings provide evidence that the positive curricular consequences were not being shared equally between tested and nontested grades. Teachers in grades 1 and 2 reported significantly fewer changes in their academic curriculum than did teachers at grades 3, 4, and 5. Results provide sufficient evidence to question the consequential validity of the testing program in raising the quality of education. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona