If traditionally
constructed achievement tests are used — tests akin to those now widely employed — then we will surely witness a continued test - triggered erosion of educational quality.
Not exact matches
To
test the sensitivity of our results to this methodological decision, we
constructed a value - added indicator that measures a teacher's contribution to student
achievement (accounting for a wide variety of student and classroom characteristics that could affect
achievement independent of the teacher's ability).
So, producing score spread often preoccupies those who
construct standardized
achievement tests.
These
tests are
constructed to determine differences in
achievement between students.
Measured
achievement gaps between male and female students on state accountability
tests are larger (more male - favoring) on
tests with more multiple - choice questions and fewer
constructed - response (i.e., open - ended) questions.
We find that the estimated gaps are strongly associated with the proportions of the
test scores based on multiple - choice and
constructed - response questions on state accountability
tests, even when controlling for gender
achievement gaps as measured by the NAEP or NWEA MAP assessments, which have the same item format across states.
The use of standardized
test scores and the
construct of the
achievement gap can be tied to the eugenics movement and its efforts to maintain racial hierarchies.
Simply put, our current technology for
constructing tests does not allow us to make strong claims about the relative gains of students who start from very different places in the
achievement distribution.