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Camara, Wayne J.; Mattern, Krista; Croft, Michelle; Vispoel, Sara; Nichols, Paul – Educational Measurement: Issues and Practice, 2019
In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes.…
Descriptors: College Entrance Examinations, Accountability, Scores, Academic Achievement
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Marion, Scott; Domaleski, Chris – Educational Measurement: Issues and Practice, 2019
This article offers a critique of the validity argument put forward by Camara, Mattern, Croft, and Vispoel (2019) regarding the use of college-admissions tests in high school assessment systems. We challenge their argument in two main ways. First, we illustrate why their argument fails to address broader issues related to consequences of using…
Descriptors: College Entrance Examinations, High School Students, Test Use, Validity
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Lindstrom Johnson, Sarah; Reichenberg, Ray E.; Shukla, Kathan; Waasdorp, Tracy E.; Bradshaw, Catherine P. – Educational Measurement: Issues and Practice, 2019
The U.S. government has become increasingly focused on school climate, as recently evidenced by its inclusion as an accountability indicator in the Every Student Succeeds Act. Yet, there remains considerable variability in both conceptualizing and measuring school climate. To better inform the research and practice related to school climate and…
Descriptors: Item Response Theory, Educational Environment, Accountability, Educational Legislation
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Liu, Ou Lydia – Educational Measurement: Issues and Practice, 2017
Student learning outcomes assessment has been increasingly used in U.S. higher education institutions over the last 10 years, partly fueled by the recommendation from the Spellings Commission that institutions need to demonstrate more direct evidence of student learning. To respond to the Commission's call, various accountability initiatives have…
Descriptors: College Outcomes Assessment, Accountability, Higher Education, Educational Improvement
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Evans, Carla M.; Lyons, Susan – Educational Measurement: Issues and Practice, 2017
The purpose of this study was to test methods that strengthen the comparability claims about annual determinations of student proficiency in English language arts, math, and science (Grades 3-12) in the New Hampshire Performance Assessment of Competency Education (NH PACE) pilot project. First, we examined the literature in order to define…
Descriptors: Academic Achievement, Language Arts, Mathematics Achievement, Science Achievement
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Murphy, Daniel L.; Gaertner, Matthew N. – Educational Measurement: Issues and Practice, 2014
This study evaluates four growth prediction models--projection, student growth percentile, trajectory, and transition table--commonly used to forecast (and give schools credit for) middle school students' future proficiency. Analyses focused on vertically scaled summative mathematics assessments, and two performance standards conditions (high…
Descriptors: Prediction, Models, Achievement Gains, Middle School Students
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Koch, Martha J. – Educational Measurement: Issues and Practice, 2014
Implications of the multiple-use of accountability assessments for the process of validation are examined. Multiple-use refers to the simultaneous use of results from a single administration of an assessment for its intended use and for one or more additional uses. A theoretical discussion of the issues for validation which emerge from…
Descriptors: Foreign Countries, Test Use, Accountability, Validity
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Lakin, Joni M.; Young, John W. – Educational Measurement: Issues and Practice, 2013
In recent years, many U.S. states have introduced growth models as part of their educational accountability systems. Although the validity of growth-based accountability models has been evaluated for the general population, the impact of those models for English language learner (ELL) students, a growing segment of the student population, has not…
Descriptors: English Language Learners, Accountability, Educational Policy, Models
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Huggins, Anne C.; Penfield, Randall D. – Educational Measurement: Issues and Practice, 2012
A goal for any linking or equating of two or more tests is that the linking function be invariant to the population used in conducting the linking or equating. Violations of population invariance in linking and equating jeopardize the fairness and validity of test scores, and pose particular problems for test-based accountability programs that…
Descriptors: Equated Scores, Tests, Test Bias, Validity
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Bakker, Steven – Educational Measurement: Issues and Practice, 2012
A particular trait of the educational system under socialist reign was accountability at the input side--appropriate facilities, centrally decided curriculum, approved text-books, and uniformly trained teachers--but no control on the output. It was simply assumed that it met the agreed standards, which was, in turn, proven by the statistics…
Descriptors: Accountability, Social Problems, Ethics, Foreign Students
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Goldberg, Gail Lynn – Educational Measurement: Issues and Practice, 2012
The engagement of teachers as raters to score constructed response items on assessments of student learning is widely claimed to be a valuable vehicle for professional development. This paper examines the evidence behind those claims from several sources, including research and reports over the past two decades, information from a dozen state…
Descriptors: Academic Achievement, Performance Based Assessment, Scoring, Professional Development
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Liu, Ou Lydia – Educational Measurement: Issues and Practice, 2011
Higher education institutions are becoming increasingly accountable to stakeholders at many levels as the federal government, accrediting organizations, and the public place a stronger emphasis on student learning outcomes. Evidence of student learning that is comparable across institutions is of urgent demand. Various accountability initiatives…
Descriptors: College Outcomes Assessment, Accountability, Higher Education, Institutional Evaluation
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Wei, Xin; Haertel, Edward – Educational Measurement: Issues and Practice, 2011
Contemporary educational accountability systems, including state-level systems prescribed under No Child Left Behind as well as those envisioned under the "Race to the Top" comprehensive assessment competition, rely on school-level summaries of student test scores. The precision of these score summaries is almost always evaluated using models that…
Descriptors: Scores, Reliability, Computation, Generalizability Theory
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Polikoff, Morgan S. – Educational Measurement: Issues and Practice, 2010
Standards-based reform, as codified by the No Child Left Behind Act, relies on the ability of assessments to accurately reflect the learning that takes place in U.S. classrooms. However, this property of assessments--their instructional sensitivity--is rarely, if ever, investigated by test developers, states, or researchers. In this paper, the…
Descriptors: Federal Legislation, Psychometrics, Accountability, Teaching Methods
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Dunn, Jennifer L.; Allen, Jessica – Educational Measurement: Issues and Practice, 2009
A key intent of the NCLB growth pilot is to reward low-status schools who are closing the gap to proficiency. In this article, we demonstrate that the capability of proposed models to identify those schools depends on how the growth model is incorporated into accountability decisions. Six pilot-approved growth models were applied to vertically…
Descriptors: Accountability, Federal Legislation, Educational Legislation, Pilot Projects
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