Adapting Educational Measurement to the Demands of Test-Based Accountability

Autor/in	Koretz, Daniel
Titel	Adapting Educational Measurement to the Demands of Test-Based Accountability
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 13 (2015) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2015.1000712
Schlagwörter	Accountability; Educational Testing; Test Construction; Test Validity; Educational History; Equated Scores; Educational Research; Test Preparation; Educational Practices + Suchen Sie Ihr Suchwort? Verantwortung; Testaufbau; Testvalidität; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Bildungspraxis
Abstract	Accountability has become a primary function of large-scale testing in the United States. 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 article addresses implications for design, linking, and validation. It offers suggestions about possible new approaches and calls for research evaluating them. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01