NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ907198
Record Type: Journal
Publication Date: 2010
Pages: 4
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1536-6367
Issues with Self-Monitoring Assessments: Comments on Koretz and Beguin (2010)
Sinharay, Sandip; Haberman, Shelby J.; Zwick, Rebecca
Measurement: Interdisciplinary Research and Perspectives, v8 n4 p191-194 2010
Several researchers (e.g., Klein, Hamilton, McCaffrey, & Stecher, 2000; Koretz & Barron, 1998; Linn, 2000) have asserted that test-based accountability, a crucial component of U.S. education policy, has resulted in score inflation. This inference has relied on comparisons with performance on other tests such as the National Assessment of Educational Progress (NAEP) and on comparisons of performance on new versus reused state assessment items. Some research has also examined survey data on practices of teachers and principals. All these approaches to measuring score inflation are to some extent indirect. As an alternative way to measure the extent of score inflation, Koretz and Beguin (2010) suggest a more direct approach, self-monitoring assessments (SMAs). In this approach, audit items, which are intended to measure inflation, supplement the operational test items. The authors argue that the suggestion is conceptually innovative, but it is important to consider the costs associated with SMAs, the appropriateness of the specific methodology employed, the likelihood of success, and the viability of alternative approaches. These comments begin with a discussion of score inflation, including its possible connection to equating error. Following this, the SMA approach to monitoring score inflation is examined, along with some alternative methodologies. The problem considered--how to distinguish between "legitimate" and "illegitimate" score gains--is very difficult and has implications that extend well beyond accountability assessments in American schools. (Contains 2 footnotes.)
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
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A