All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia's "National Assessment Program--Literacy and Numeracy" (NAPLAN), the…

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the…

Considering consequences in the evaluation of validity is not new although it is still debated by Paul E. Newton and others. The argument-based approach to validity entails an interpretative argument that explicitly identifies the proposed interpretations and uses of test scores and a validity argument that provides a structure for evaluating the…

Teachers are now experiencing the age of quantitative test-driven assessment, in which there is little weight accorded to teacher-based judgement about student progress. In the Australian context, the NAPLaN test has become a driving force in school and teacher accountability. The language of NAPLaN is one of bands and numerical scores and…

Almost every state has in place a state assessment and accountability system. These systems vary greatly in their characteristics but share a common global purpose of improving teaching and learning. Some of the variations in the state systems are discussed and illustrated with examples from selected states. Issues that are critical to the value…

In 1998, the Kentucky legislature made adjustments to the assessment and accountability system established by the Kentucky Education Reform Act of 1990 to create a new system, the Commonwealth Accountability and Testing System (CATS). The Kentucky Core Content Tests (KCCT) are a component of CATS. KCCT assessments are given in grades 4, 5, 7, 8,…

Provides a general framework for examining the consequences of assessment programs, especially statewide programs that intend to improve student learning by holding schools accountable. The framework is intended for use with programs using performance-based tasks but can be used with programs using traditional item formats as well. (SLD)

Outlines a framework for considering the validity of standards-based score interpretations and then considers the potential roles of different stakeholder groups and other participants in that process. Suggests study of a new standard-setting method, the "briefing book," which would describe alternative cut scores. (SLD)

This policy brief addresses the inclusion of English language learners (ELLs) in large-scale assessments and ELL assessment accommodations. The inclusion of ELL students creates specific accountability policy challenges. States differ in the students they include and their inclusion policies and accommodation practices, and, at present, inclusion…

Addresses issues in evaluating the consequences of assessment programs that are developed to hold schools accountable to state standards. Proposes a validation study to obtain consequential evidence for state assessment and accountability programs that includes a validity argument, propositions that follow from the validity argument, a definition…

Because districts in Nebraska are not measured on common instruments, comparisons are difficult. This study examined a district evaluation strategy that classifies districts into school performance ratings (SPR) based on a combination of three factors. Student performance and non-cognitive indicator data for three grade levels and two content…

This technical manual provides all major existing information about the technical characteristics of the Kentucky Instructional Results Information System (KIRIS). The assessment component of the Kentucky Education Reform Act Accountability System was in use between 1991-92 and 1993-94 and was referred to as Cycle One. Two sets of test…

This technical manual provides information about the technical characteristics of the Kentucky Instructional Results Information System (KIRIS), the assessment component of the Kentucky Education Reform Act Accountability System. The time period covered is Accountability Cycle 2, which spanned the school years 1992-93 through 1995-96. Sections of…

This article examines one of the challenges to the integration of classroom and large-scale portfolio assessment, a challenge posed by the use of a student's classroom portfolio for large-scale assessment of his or her individual competencies. When work is composed with the support of peers, teachers, and parents, whose work is being judged? The…

The current trend toward site-based management in education, with its accompanying shift toward decision making at the individual school level, means new responsibilities and roles for principals. Principals are now required to be intimately involved in budgeting, personnel recruitment and hiring, selection of curricula and textbooks, and many…