Self-Monitoring Assessments for Educational Accountability Systems

Autor/inn/en	Koretz, Daniel; Beguin, Anton
Titel	Self-Monitoring Assessments for Educational Accountability Systems
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 8 (2010) 2-3, S.92-109 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
Schlagwörter	Accountability; High Stakes Tests; Test Construction; Scores; Audits (Verification); Test Items; Educational Assessment + Suchen Sie Ihr Suchwort? Verantwortung; Testaufbau; Test content; Testaufgabe; Education; assessment; Bewertungssystem
Abstract	Test-based accountability is now the cornerstone of U.S. education policy, and it is becoming more important in many other nations as well. Educators sometimes respond to test-based accountability in ways that produce score inflation. In the past, score inflation has usually been evaluated by comparing trends in scores on a high-stakes test to trends on a lower-stakes audit test. However, separate audit tests are often unavailable, and their use has several important drawbacks, such as potential bias from motivational differences. As an alternative, we propose "self-monitoring assessments" (SMAs) that incorporate audit components into operational high-stakes assessments. This paper provides a framework for designing SMAs. It describes 5 specific SMA designs that could be incorporated into the non-equivalent groups anchor test linking approaches used by most large-scale assessments and discusses analytical issues that would arise in their use. (Contains 5 figures and 1 footnote.) (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	2017/4/10