Should Achievement Tests be Used to Judge School Quality?

dc.creator	Scott C. Bauer
dc.date	2000-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:34Z
dc.date.available	2015-07-20T22:14:34Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/d04ab5cdf685461d89bdeee3d246c5b2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16959
dc.description	This study provides empirical evidence to answer the question whether student scores on standardized achievement tests represent reasonable measures of instructional quality. Using a research protocol designed by Popham and the local study directors, individual test items from a nationally-marketed standardized achievement test were rated by educators and parents to determine the degree to which raters felt that the items reflect important content that is actually taught in schools, and the degree to which raters felt that students' answers to the questions would be likely to be unduly influenced by confounded causality. Three research questions are addressed: What percentage of test items are considered suspect by raters as indicators of school instructional quality? Do educators and parents of school-age children differ in their ratings of the appropriateness of test items? Do educators and parents feel that standardized achievement test scores should be used as an indicator of school instructional quality? Descriptive statistics show that on average, raters felt that the content reflected in test questions measured material that is important for students to know. However, for reading and language arts questions, between about 20% to 40% of the items were viewed as suspect in terms of the other criteria.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/437
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 8, p 46 (2000)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Should Achievement Tests be Used to Judge School Quality?
dc.type	article