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Finney, Sara J.; Sundre, Donna L.; Swain, Matthew S.; Williams, Laura M. – Educational Assessment, 2016
Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence…
Descriptors: Test Validity, Accountability, Achievement Tests, Scores