Raising the Stakes of Test Administration: The Impact on Student Performance on NAEP.

Autor/inn/en	Kiplinger, Vonda L.; Linn, Robert L.
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	Raising the Stakes of Test Administration: The Impact on Student Performance on NAEP.
Quelle	(1993), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Assessment; Elementary Secondary Education; Estimation (Mathematics); High Stakes Tests; National Surveys; Outcomes of Education; Student Evaluation; Student Motivation; Testing; Testing Problems; Georgia; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Education; assessment; Bewertungssystem; Estimation; Mathematics; Schätzung; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Schulische Motivation; Testdurchführung; Testen
Abstract	It has been argued that the National Assessment of Educational Progress (NAEP) underestimates student achievement because the assessment has no consequences for the students, their teachers, or for their schools. This study was conducted to determine whether differences in test administration conditions and presumed levels of motivation engendered by different test administration conditions affect student performance on NAEP administrations. Testing conditions under study are the "low-stakes" environment of the current NAEP administration and a higher-stakes environment typified by many state assessment programs. Two subsets of NAEP items were administered as part of Georgia's regular Curriculum-Based Assessments (CBA). Results from Georgia's participation in the 1990 NAEP Trial State Assessment (TSA) are the benchmark against which state-embedded CBA results are compared. Means for the first subset of NAEP items are significantly higher in the 1992 CBA administration than in the 1990 ISA administration, but means for the second subset are not significantly different. Reasons for the difference for the first subset, other than the test stakes, are explored. Appendixes A and B present sample mathematics items. Appendix C contains 21 figures and 9 tables. (Contains 39 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC