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ERIC Number: EJ1023956
Record Type: Journal
Publication Date: 2013
Pages: 27
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1062-7197
American College Students' Attitudes toward Institutional Accountability Testing: Developing Measures
Zilberberg, Anna; Anderson, Robin D.; Finney, Sara J.; Marsh, Kimberly R.
Educational Assessment, v18 n3 p208-234 2013
In the United States, government mandates for educational accountability have prompted an increase in testing in K-12 and higher education settings, resulting in a generation of millennial students who have undergone repeated assessment over the course of their educational careers. The cumulative effects of testing may range from increasingly antagonistic attitudes towards assessment to undesirable test-taking behavior, thereby compromising validity of inferences made from test scores. Even though validity of accountability testing is at the forefront of the debate on educational reforms, the role of students' attitudes as determinants of test scores is not well understood. The current study focused on the construction of two new measures of students' attitudes toward institutional accountability testing in K-12 (SAIAT-K-12) and in higher education (SAIAT-HE). The dimensionality of these measures, as well as their utility for examining the link between students' attitudes and test performance, are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001