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ERIC Number: EJ1055837
Record Type: Journal
Publication Date: 2015
Pages: 25
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1536-6367
Adapting Educational Measurement to the Demands of Test-Based Accountability
Koretz, Daniel
Measurement: Interdisciplinary Research and Perspectives, v13 n1 p1-25 2015
Accountability has become a primary function of large-scale testing in the United States. The pressure on educators to raise scores is vastly greater than it was several decades ago. Research has shown that high-stakes testing can generate behavioral responses that inflate scores, often severely. I argue that because of these responses, using tests for accountability necessitates major changes in the practices of educational measurement. The needed changes span the entire testing endeavor. This article addresses implications for design, linking, and validation. It offers suggestions about possible new approaches and calls for research evaluating them.
Psychology Press. 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: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
IES Grant or Contract Numbers: R305AII0420