View in EDS

Teachers' Responses to High-Stakes Testing and the Validity of Gains: A Pilot Study. CSE Report.

Saved in:
Bibliographic Details
Title: Teachers' Responses to High-Stakes Testing and the Validity of Gains: A Pilot Study. CSE Report.
Language: English
Authors: Koretz, Daniel M., Hamilton, Laura S., National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA., California Univ., Los Angeles. Center for the Study of Evaluation.
Availability: For full text: http://www.cresst.org/reports/R610.pdf.
Peer Reviewed: N
Page Count: 89
Publication Date: 2003
Sponsoring Agency: Institute of Education Sciences (ED), Washington, DC.
Contract Number: R305B960002
Report Number: CSE-R-610
Document Type: Reports - Descriptive
Descriptors: Educational Assessment, Evaluation Research, High Stakes Tests, Test Validity, Validity
Geographic Terms: U.S.; California
Abstract: Previous studies of the validity of gains on high-stakes tests have compared trends in scores on a high-stakes test to trends on a lower-stakes test, such as NAEP. However, generalizability of gains is likely to be incomplete even when gains are meaningful because of differences in the inferences the two tests are designed to support. Therefore, this simple approach is useful only when the disparity in trends on the two tests is very large. A more sensitive but difficult approach requires identifying the specific aspects of performance that increase by varying amounts and comparing these to the specific inferences users base on the score increases. A key to this approach may be identifying the aspects of performance that teachers focus on in their attempts to raise scores. This report presents the results of a pilot study evaluating several types of survey questions designed to elicit from teachers detailed information on their instructional responses to testing. The types of responses explored are those that previous CRESST work (Koretz, McCaffrey, & Hamilton, 2001) suggested are important for validating score gains. Of the formats used, the most promising appears to be questions, the prompts for which are actual test items, including both items from the high-stakes test for which the teachers are preparing and other tests. (Author)
Journal Code: RIEJUL2004
Entry Date: 2004
Accession Number: ED483028
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED483028
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED483028
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' Responses to High-Stakes Testing and the Validity of Gains: A Pilot Study. CSE Report.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Koretz%2C+Daniel+M%2E%22">Koretz, Daniel M.</searchLink><br /><searchLink fieldCode="AR" term="%22Hamilton%2C+Laura+S%2E%22">Hamilton, Laura S.</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Research+on+Evaluation%2C+Standards%2C+and+Student+Testing%2C+Los+Angeles%2C+CA%2E%22">National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.</searchLink><br /><searchLink fieldCode="AR" term="%22California+Univ%2E%2C+Los+Angeles%2E+Center+for+the+Study+of+Evaluation%2E%22">California Univ., Los Angeles. Center for the Study of Evaluation.</searchLink>
– Name: Avail
  Label: Availability
  Group: Avail
  Data: For full text: http://www.cresst.org/reports/R610.pdf.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 89
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2003
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED), Washington, DC.
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305B960002
– Name: NumberReport
  Label: Report Number
  Group: ID
  Data: CSE-R-610
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Research%22">Evaluation Research</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+California%22">U.S.; California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous studies of the validity of gains on high-stakes tests have compared trends in scores on a high-stakes test to trends on a lower-stakes test, such as NAEP. However, generalizability of gains is likely to be incomplete even when gains are meaningful because of differences in the inferences the two tests are designed to support. Therefore, this simple approach is useful only when the disparity in trends on the two tests is very large. A more sensitive but difficult approach requires identifying the specific aspects of performance that increase by varying amounts and comparing these to the specific inferences users base on the score increases. A key to this approach may be identifying the aspects of performance that teachers focus on in their attempts to raise scores. This report presents the results of a pilot study evaluating several types of survey questions designed to elicit from teachers detailed information on their instructional responses to testing. The types of responses explored are those that previous CRESST work (Koretz, McCaffrey, & Hamilton, 2001) suggested are important for validating score gains. Of the formats used, the most promising appears to be questions, the prompts for which are actual test items, including both items from the high-stakes test for which the teachers are preparing and other tests. (Author)
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIEJUL2004%22">RIEJUL2004</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2004
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED483028
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED483028
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 89
    Subjects:
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Evaluation Research
        Type: general
      – SubjectFull: High Stakes Tests
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: U.S.; California
        Type: general
    Titles:
      – TitleFull: Teachers' Responses to High-Stakes Testing and the Validity of Gains: A Pilot Study. CSE Report.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
      – PersonEntity:
          Name:
            NameFull: California Univ., Los Angeles. Center for the Study of Evaluation.
      – PersonEntity:
          Name:
            NameFull: Koretz, Daniel M.
      – PersonEntity:
          Name:
            NameFull: Hamilton, Laura S.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2003
ResultId 1