Validating High-Stakes Testing Programs

By Michael Kane. 2005

150 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/eb2290fa30b9ba5d4c3dae7726a1a81a23bc4680

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In Information Systems and Management

Citations in the corpus

A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments (2016, background): “Important work has been done to refine and advance views of validity in educational measurement (see, e.g., Haertel & Lorie, 2004; Kane, 1992, 2001, 2002, 2006, 2013; Mislevy, 1996; Mislevy, Steinberg, & Almond, 2003).”
Building and Supporting a Case for Test Use (2005, methodology): “Morerecentargument-basedapproaches to validation (e.g., Kane, 1992, 2001, 2002; Kane, Crooks, & Cohen, 1999; Mislevy, 2003; Mislevy, Steinberg, & Almond, 2002, 2003) provide a logic and set of procedures for articulating claims and for collecting evidence to support these claims.”
Motivation and Test Anxiety in Test Performance across Three Testing Contexts: The CAEL, CET, and GEPT. (2014, background): “The concept of consequential validity has been discussed extensively by Messick (1989, 1996; see also Cronbach, 1989; Kane, 2002), who suggests building in validity considerations during test design in order to promote positive impact by avoiding construct underrepresentation and construct-irrelevan”
Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices (2014, methodology): “Guided by contemporary test theory (e.g., Anastasi & Urbina, 1997; Benson, 1998; Crocker & Algina, 1986; Kane, 2002, 2008), the CSS was designed specifically for school personnel for routine educational practice.”