ERIC Number: EJ630478
Record Type: Journal
Publication Date: 2001
The Relative Equitability of High-Stakes Testing versus Teacher-Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS).
Brennan, Robert T.; Kim, Jimmy; Wenz-Gross, Melodie; Siperstein, Gary N.
Harvard Educational Review, v71 n2 p173-216 Sum 2001
Comparison of teacher-assigned grades and Massachusetts Comprehensive Assessment System (MCAS) scores in English, math, and science for 736 eighth-graders reveals that MCAS hurts African-Americans and Latinos/as in math and girls in math and science. Equitability disparities indicate the need for caution in high-stakes testing; scores should be validated by other assessments. (Contains 135 references.) (SK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Massachusetts Comprehensive Assessment System