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Issues of Validity in High-Stakes Testing

Description
Responsible test use requires validation \u2014 the process of collecting evidence to support the inferences drawn from test scores. In high-stakes testing contexts, the need for validation is especially great; the far-reaching nature of high-stakes testing affects the educational, professional, and financial futures of stakeholders. The Standards for Educational and…

Responsible test use requires validation \u2014 the process of collecting evidence to support the inferences drawn from test scores. In high-stakes testing contexts, the need for validation is especially great; the far-reaching nature of high-stakes testing affects the educational, professional, and financial futures of stakeholders. The Standards for Educational and Psychological Measurement (AERA et al., 2014) offers specific guidance in developing and implementing tests. Still, concerns exist over the extent to which test developers and users of high-stakes tests are making valid inferences from test scores. This paper explores the current state of high-stakes educational testing and the validity issues surrounding it. Drawing on measurement theory literature, educational literature, and professional standards of test development and use, I assess the significance of these concerns and their potential implications for the stakeholders of high-stakes testing programs.
ContributorsKasten, Justin Daniel (Author) / Zheng, Yi (Thesis director) / Pivovarova, Margarita (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05