Measuring up : what educational testing really tells us
By D. Koretz, Philip Staradamskis. 2008
460 citations recorded by the source corpus.
Subfields: Education, General Social Sciences
View Paper: https://www.semanticscholar.org/paper/cdea157990f7ede51c87db3e5a36ca451c0263d5
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In Education
In General Social Sciences
Citations in the corpus
- Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress (2014, background): “If that was true, then we would not have the problem that exists now because teachers model their own classroom tests after the highly limiting and less-than-ideal tasks found on typical standardized tests (Koretz, 2009; Linn, 2000; Shepard, 2000).”
- Unstandardized Responses to a “Standardized” Test (2016, background): “A standardized test is standardized not just in content and scoring but also in administration (Koretz, 2008); if the “administrations” of this exam varied so widely, from heavy portfolio guidance in student teaching seminars to optional “test prep” workshops, can this assessment be considered a…”
- The Impact of No Child Left Behind on Student Achievement. (2011, unknown): “1002/pam Published on behalf of the Association for Public Policy Analysis and Management social studies, art, music) and to focus instruction in math and reading on the relatively narrow set of topics that are most heavily represented on the high-stakes tests (Rothstein, Jacobsen, Wilder, 2008; Kor”
- Incentives and Test-Based Accountability in Education (2011, background): “Test preparation classes are an example of this phenomenon: knowing when to guess at the answer and when to skip the question will improve a score without increasing learning in the domain of the test (Koretz, 2008b).”
- Psychometric characteristics of cognitive development and achievement instruments in Round 2 of Young Lives (2009, unknown): “The amount of error determines the reliability of a test score: the higher the error, the lower the reliability (Koretz 2008: 145).”