Beyond Educational Standards and Standardized Achievement Tests: Verification, Simulation, and Certification

2010 ◽  
Author(s):  
Dick Schutz
Keyword(s):  
Achievement Tests ◽  
Educational Standards ◽  
Standardized Achievement Tests

Measuring Pupil Progress: A Comparison of Standardized Achievement Tests and Curriculum-Related Measures

Diagnostique ◽  
1986 ◽  
Vol 11 (2) ◽  
pp. 77-90 ◽  
Author(s):  
Douglas Marston ◽  
Lynn S. Fuchs ◽  
Stanley L. Deno
Keyword(s):  
Achievement Tests ◽  
Standardized Achievement Tests

Testing Students' Ability to Do Geometric Proofs: A Comparison of Three Objective Item Types

1971 ◽  
Vol 2 (3) ◽  
pp. 213-217
Author(s):  
Gerald S. Hanna
Keyword(s):  
Concurrent Validity ◽  
Achievement Tests ◽  
Formal Proofs ◽  
Experimental Item ◽  
Standardized Achievement Tests ◽  
Item Types ◽  
Objective Item

In final geometry examinations and in standardized achievement tests, scoring convenience often precludes the use of formal student-produced proofs. This study sought objective item types that would as nearly as possible measure the same abilities as those measured by student-produced formal proofs. A test of conventional proofs was used to compare the concurrent validity of 3 objective item types. Significant differences among the experimental item types were found.

The Use and Validity of Standardized Achievement Tests for Evaluating New Curricular Interventions in Mathematics and Science

2018 ◽  
Vol 40 (2) ◽  
pp. 190-213 ◽  
Author(s):  
Joshua Sussman ◽  
Mark R. Wilson
Keyword(s):  
Science Education ◽  
Outcome Measures ◽  
Achievement Tests ◽  
Achievement Test ◽  
Summative Evaluation ◽  
Validity Evidence ◽  
Inappropriate Use ◽  
Standardized Achievement Tests ◽  
Curricular Interventions ◽  
Mathematics And Science

We investigated the use and validity of standardized achievement tests for summative evaluation of 78 educational intervention projects funded by the Institute of Education Sciences (IES) math and science education program. Investigators from 46 projects evaluated curricular interventions with standardized achievement tests as outcome measures. Twenty-five of the projects had potential validity problems related to a misalignment between the achievement test and the intervention. A closer analysis of 11 of those projects flagged as high risk for validity problems showed that only 6 projects attended to the validity of the test, and only 1 project provided adequate validity evidence. We conclude that there is widespread inappropriate use of achievement tests that threatens the validity of educational evaluations. To better support innovation, evaluators must dedicate more attention to the validity of the outcome measures they use.

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