NotesFAQContact Us
Search Tips
ERIC Number: ED512663
Record Type: Non-Journal
Publication Date: 2010
Pages: 7
Abstractor: ERIC
Reference Count: 2
Using State Tests vs. Study-Administered Tests to Measure Student Achievement: An Empirical Assessment Based on Four Recent Randomized Evaluations of Educational Interventions
Zhu, Pei; Somers, Marie-Andree; Wong, Edmond
Society for Research on Educational Effectiveness
For this project, the authors use data from four IES-sponsored randomized studies to examine some of the key issues identified in May et. al. (2009). The first set of questions focuses on issues related to using state tests: (1) Do studies meet the assumptions needed for combining impacts on state tests across grades and/or states?; (2) How sensitive is the estimated impact on state tests to different strategies for rescaling test scores and/or aggregating results across states?; (3) Do estimated impacts on state tests differ from estimated impacts on the study-administered test? Under what conditions is this most likely to happen?; (4) What is the reliability of study-administered versus state tests, especially for the study-targeted population?; and (5) What are the implications for precision of using state test scores rather than a study-administered test to measure achievement in the baseline period? The findings provide valuable empirical evidence of the trade-offs between using state tests and study-administered test and have implications for designing future RCT (randomized controlled trial) studies. (Contains 7 footnotes.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)