ERIC Number: EJ783518
Record Type: Journal
Publication Date: 2007-Jul-24
Reference Count: 0
Measurement Issues in High Stakes Testing: Validity and Reliability
Mason, Emanuel J.
Journal of Applied School Psychology, v23 n2 p27-46 Jul 2007
Validity and reliability of the new high stakes testing systems initiated in school systems across the United States in recent years in response to the accountability features mandated in the No Child Left Behind Legislation largely depend on item response theory and new rules of measurement. Reliability and validity in item response theory and classical test theory are reviewed. Additionally, practices in the states are considered. The conclusion of the paper is that the new test technology is theoretically better suited to assess achievement than classical test theory, but has not been shown to be valid and reliable enough for use as the sole criterion for determination of what was learned in school. Further, there is no evidence that they will ever be found to be valid and reliable enough for that purpose. Areas of additional needed research are considered.
Descriptors: Federal Legislation, Testing, Test Validity, Item Response Theory, Measurement, High Stakes Tests, Test Reliability, Research Needs, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A