Achievement Testing in the No Child Left Behind Era: The Arkansas Benchmark

Autor/inn/en	Hall, John D.; Howerton, D. Lynn; Jones, Craig H.
Titel	Achievement Testing in the No Child Left Behind Era: The Arkansas Benchmark
Quelle	In: Research in the Schools, 15 (2008) 1, S.64-76 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Criterion Referenced Tests; Achievement Tests; High Stakes Tests; Public Education; Federal Legislation; Test Construction; Test Items; Item Analysis; Cutting Scores; Test Reliability; Test Validity; Classification; Accountability; Arkansas + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Öffentliche Erziehung; Bundesrecht; Testaufbau; Test content; Testaufgabe; Itemanalyse; Testreliabilität; Testvalidität; Classification system; Klassifikation; Klassifikationssystem; Verantwortung
Abstract	The No Child Left Behind Act and the accountability movement in public education caused many states to develop criterion-referenced academic achievement tests. Scores from these tests are often used to make high stakes decisions. Even so, these tests typically do not receive independent psychometric scrutiny. We evaluated the 2005 Arkansas Benchmark Examination, which was being used as part of the accountability system in Arkansas at that time, based primarily on The Standards for Educational and Psychological Testing and the Code of Fair Testing Practices in Education. Numerous concerns related to test development and data reporting were revealed. Recommendations applicable to criterion-referenced testing in any state are provided. (Contains 1 table.) (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10