National Council on Measurement in Education Position Statement on the Use of College Admissions Test Scores as Academic Indicators in State Accountability Systems

2019 ◽  
Vol 38 (4) ◽  
pp. 10-11
Keyword(s):  
Test Scores ◽  
College Admissions ◽  
Position Statement ◽  
National Council ◽  
Accountability Systems ◽  
State Accountability ◽  
Admissions Test

scholarly journals Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores

AERA Open ◽  
2016 ◽  
Vol 2 (4) ◽  
pp. 233285841667060 ◽  
Author(s):  
Daniel Koretz ◽  
Carol Yu ◽  
Preeya P. Mbekeani ◽  
Meredith Langi ◽  
Tasmin Dhaliwal ◽  
...  
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Test Scores ◽  
College Admissions ◽  
Grade Point ◽  
Admissions Test

scholarly journals The Impact of Participation in the Advanced Placement Program on Students' College Admissions Test Scores

2015 ◽  
Vol 108 (5) ◽  
pp. 400-416 ◽  
Author(s):  
Russell T. Warne ◽  
Ross Larsen ◽  
Braydon Anderson ◽  
Alyce J. Odasso
Keyword(s):  
Advanced Placement ◽  
Test Scores ◽  
College Admissions ◽  
Admissions Test ◽  
The Impact

scholarly journals Selection Bias in College Admissions Test Scores

2008 ◽  
Author(s):  
Melissa Clark ◽  
Jesse Rothstein ◽  
Diane Whitmore Schanzenbach
Keyword(s):  
Selection Bias ◽  
Test Scores ◽  
College Admissions ◽  
Admissions Test

A Validity Argument in Support of the Use of College Admissions Test Scores for Federal Accountability

2019 ◽  
Vol 38 (4) ◽  
pp. 12-26 ◽  
Author(s):  
Wayne J. Camara ◽  
Krista Mattern ◽  
Michelle Croft ◽  
Sara Vispoel ◽  
Paul Nichols
Keyword(s):  
Test Scores ◽  
College Admissions ◽  
Validity Argument ◽  
Admissions Test

scholarly journals Selection bias in college admissions test scores

2009 ◽  
Vol 28 (3) ◽  
pp. 295-307 ◽  
Author(s):  
Melissa Clark ◽  
Jesse Rothstein ◽  
Diane Whitmore Schanzenbach
Keyword(s):  
Selection Bias ◽  
Test Scores ◽  
College Admissions ◽  
Admissions Test

School Board Sensemaking of Federal and State Accountability Policies

2020 ◽  
pp. 089590482092581
Author(s):  
Daniella Hall Sutherland
Keyword(s):  
Qualitative Case Study ◽  
Policy Instrument ◽  
Board Members ◽  
Assessment Data ◽  
Accountability Systems ◽  
Local Implementation ◽  
State Accountability ◽  
Use Of Assessment ◽  
Every Student Succeeds Act

This qualitative case study examines how board members make sense of federal accountability policies and how their sensemaking shapes their use of assessment data as a policy instrument. Deviating from previous work on practitioner sensemaking, the participants’ interpretations of assessments did not align with their ensuing use of the data. Furthermore, board members’ use of assessment data diverged from both federal and state messaging, illustrating board members’ synthesis and adaptation of external messaging into a locally driven narrative. As the nation has shifted to state accountability systems under Every Student Succeeds Act (ESSA), the findings provide insights to policymakers and practitioners to support local implementation.

Assessing For Learning: Using Calculators in Assessing Mathematics Achievement

1987 ◽  
Vol 35 (2) ◽  
pp. 21-23
Author(s):  
David E. Williams ◽  
Ann McAloon ◽  
G. Edith Robinson
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Integrated Curriculum ◽  
Elementary Mathematics ◽  
Mathematics Classroom ◽  
Position Statement ◽  
National Council ◽  
Community Group ◽  
Support Materials ◽  
Extensive Training

In it “Position Statement on Calculators in the Mathematics Classroom” the National Council of Teachers of Mathematics recommends that calculators be integrated into all aspect of school mathematics, including class work, homework, and evaluation (NCTM 1986). This author cited the need for a comprehensive calculator proj ect encompassing all facet as of elementary mathematics education, a project that should include the development of a calculator-integrated curriculum. an extensive training program for teachers, the development of curriculum-support materials, change in textbook, workshops for parents and community group, and a change in evaluation of mathematics achievement (Williams 1987).

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