Validating High-Stakes Testing Programs Export

@article{citeulike:2976701, abstract = {Cronbach made the point that for validity arguments to be convincing to diverse stakeholders, they need to be based on assumptions that are credible to these stakeholders. The interpretations and uses of high-stakes test scores rely on a number of policy assumptions about what should be taught in schools, and more specifically, about the content standards and performance standards that should be applied to students and schools. For example, a high-school graduation test can be developed as a measure of readiness for the world of work, for college, or for citizenship and the activities of daily life. The assumptions built into the assessment need to be subjected to scrutiny and criticism if a strong case is to be made for the validity of the proposed interpretation and use.}, address = {Michael Kane is Director of Research, National Conference of Bar Examiners, 402 West Wilson Street, Madison, WI 53703-3614. His areas of specialization are validity theory, generalizability theory, and standard setting.}, author = {Kane, Michael}, citeulike-article-id = {2976701}, citeulike-linkout-0 = {http://dx.doi.org/10.1111/j.1745-3992.2002.tb00083.x}, citeulike-linkout-1 = {http://www3.interscience.wiley.com/cgi-bin/abstract/118919644/ABSTRACT}, doi = {10.1111/j.1745-3992.2002.tb00083.x}, journal = {Educational Measurement: Issues and Practice}, keywords = {validity}, number = {1}, pages = {31--41}, posted-at = {2008-07-09 14:52:24}, priority = {2}, title = {Validating High-Stakes Testing Programs}, url = {http://dx.doi.org/10.1111/j.1745-3992.2002.tb00083.x}, volume = {21}, year = {2002} }

TY - JOUR ID - citeulike:2976701 L3 - citeulike-article-id:2976701 N2 - Cronbach made the point that for validity arguments to be convincing to diverse stakeholders, they need to be based on assumptions that are credible to these stakeholders. The interpretations and uses of high-stakes test scores rely on a number of policy assumptions about what should be taught in schools, and more specifically, about the content standards and performance standards that should be applied to students and schools. For example, a high-school graduation test can be developed as a measure of readiness for the world of work, for college, or for citizenship and the activities of daily life. The assumptions built into the assessment need to be subjected to scrutiny and criticism if a strong case is to be made for the validity of the proposed interpretation and use. IS - 1 JF - Educational Measurement: Issues and Practice AD - Michael Kane is Director of Research, National Conference of Bar Examiners, 402 West Wilson Street, Madison, WI 53703-3614. His areas of specialization are validity theory, generalizability theory, and standard setting. EP - 41 TI - Validating High-Stakes Testing Programs VL - 21 SP - 31 KW - validity AU - Kane, Michael PY - 2002/// UR - http://dx.doi.org/10.1111/j.1745-3992.2002.tb00083.x ER -