Adapting Educational Measurement to the Demands of Test-Based Accountability

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Adapting Educational Measurement to the Demands of Test-Based Accountability

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Title: Adapting Educational Measurement to the Demands of Test-Based Accountability
Author: Koretz, Daniel
Citation: Koretz, Daniel. 2015. Adapting Educational Measurement to the Demands of Test-Based Accountability. Measurement: Interdisciplinary Research and Perspectives 13, no.1: 1–25.
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Abstract: Accountability has become a primary function of large-scale testing in the U.S. The pressure on educators to raise scores is vastly greater than it was several decades ago. Research has shown that high-stakes testing can generate behavioral responses that inflate scores, often severely. I argue that because of these responses, using tests for accountability necessitates major changes in the practices of educational measurement. The needed changes span the entire testing endeavor. This paper addresses implications for design, linking, and validation. It offers suggestions about possible new approaches and calls for research evaluating them.
Published Version: doi:10.1080/15366367.2015.1000712
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:29397694
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