Stakes in Testing: Not a Simple Dichotomy but a Profile of Consequences That Guides Needed Evidence of Measurement Quality. Research Report. ETS RR-19-19
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| Title: | Stakes in Testing: Not a Simple Dichotomy but a Profile of Consequences That Guides Needed Evidence of Measurement Quality. Research Report. ETS RR-19-19 |
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| Language: | English |
| Authors: | Tannenbaum, Richard J., Kane, Michael T. |
| Source: | ETS Research Report Series. Dec 2019. |
| Availability: | Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | High Stakes Tests, Testing Programs, Measurement, Evaluation Criteria, Licensing Examinations (Professions), Accountability, Elementary Secondary Education, Occupational Tests, Educational Testing, Test Results |
| ISSN: | 2330-8516 |
| Abstract: | Testing programs are often classified as high or low stakes to indicate how stringently they need to be evaluated. However, in practice, this classification falls short. A high-stakes label is taken to imply that all indicators of measurement quality must meet high standards; whereas a low-stakes label is taken to imply the opposite. This approach can result in inappropriate allocation of resources and inadequate attention to needed evidence. We argue that "stakes" are better thought of as a profile of consequences. We suggest generalizable criteria for evaluating and responding to stakes in testing, with applications to licensure, employment, and K-12 accountability testing. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1238545 |
| Database: | ERIC |
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