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ERIC Number: EJ1055847
Record Type: Journal
Publication Date: 2015
Pages: 5
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1536-6367
Adapting Accountability Systems to the Limitations of Educational Measurement
Kane, Michael
Measurement: Interdisciplinary Research and Perspectives, v13 n1 p44-48 2015
Michael Kane writes in this article that he is in more or less complete agreement with Professor Koretz's characterization of the problem outlined in the paper published in this issue of "Measurement." Kane agrees that current testing practices are not adequate for test-based accountability (TBA) systems, but he writes that he is far from sanguine about the proposed solution strategies. Kane does not expect that innovations in testing methodology (e.g., in test design, equating) will solve this problem; rather, he thinks that it would do better to step back and think about how to address the basic issue that TBA systems are supposed to address: a lack of confidence in the quality of our schools (Cronbach, 1995).
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; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A