ERIC Number: EJ1099260
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Evaluating the Instructional Sensitivity of Four States' Student Achievement Tests
Polikoff, Morgan S.
Educational Assessment, v21 n2 p102-119 2016
As state tests of student achievement are used for an increasingly wide array of high- and low-stakes purposes, evaluating their instructional sensitivity is essential. This article uses data from the Bill and Melinda Gates Foundation's Measures of Effective Project to examine the instructional sensitivity of 4 states' mathematics and English language arts assessments to 5 measures of pedagogical quality. The results indicate modest overall levels of sensitivity, with some state assessments insensitive to most or all measures of pedagogical quality. Furthermore, there are sometimes substantial differences across states in the sensitivity of their assessments. The article calls for more research on what makes state tests instructionally sensitive and cautions against the use of insensitive assessments for consequential decisions.
Descriptors: High Stakes Tests, Achievement Tests, Mathematics Tests, English, Language Arts, Student Evaluation, Measurement, Educational Quality, Test Validity, Reliability, Comparative Analysis, Standardized Tests, Value Added Models, Content Analysis, Academic Achievement, Correlation, Statistical Analysis, Scores, Regression (Statistics), Student Surveys, Classroom Observation Techniques
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado; Florida; New York; North Carolina; Tennessee; Texas