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ERIC Number: EJ932387
Record Type: Journal
Publication Date: 2011-Aug
Pages: 31
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0002-8312
How Well Aligned Are State Assessments of Student Achievement with State Content Standards?
Polikoff, Morgan S.; Porter, Andrew C.; Smithson, John
American Educational Research Journal, v48 n4 p965-995 Aug 2011
Coherence is the core principle underlying standards-based educational reforms. Assessments aligned with content standards are designed to guide instruction and raise achievement. The authors investigate the coherence of standards-based reform's key instruments using the Surveys of Enacted Curriculum. Analyzing 138 standards-assessment pairs spread across grades and the three No Child Left Behind tested subjects, the authors find that roughly half of standards content is tested on the corresponding test and roughly half of test content corresponds to the standards. A moderate proportion of test content is at the wrong level of cognitive demand as compared to the corresponding standards, and vice versa. Between 17% and 27% of content on a typical test covers topics not mentioned in the corresponding standards. Policy and research implications are discussed. (Contains 5 tables and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001