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Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution
Abstract
In the current climate of dissatisfaction with public education, the standardized achievement test score has been the operational definition for educational-achievement, and raising test scores has been equated with educational improvement. The pressure to raise test scores has resulted in practices which pollute the inferences we make from these scores. We examine two major sources of test score pollution: (a) how public school personnel prepare students to take the standardized test and (b) nonstandard practices and conditions under which tests are administered. We also examine the apparent causes of this pollution and its effects on testing practices in American education.
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Citations
Cited by
Views from the Classroom: Teachers' Opinions of Statewide Testing Programs
Abrams, L. M., Pedulla, J. J., & Madaus, G. F. (2003) · Theory Into Practice · doi:10.1207/s15430421tip4201_4 · Cited by 344
A Developmental Perspective on Standardized Achievement Testing
Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991) · Educational Researcher · doi:10.3102/0013189x020005012 · Cited by 182
ELLIS, A. P. J., & RYAN, A. M. (2003) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.2003.tb02783.x · Cited by 40
The influences of mindfulness on high-stakes mathematics test achievement of middle school students
Zuo, H., & Wang, L. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1061027 · Cited by 13
“Testing is considered high stakes when test results are referenced in important decisions affecting students, teachers, administrators, communities, schools, and districts (Haladyna et al., 1991).”
Background
Metadata
- Authors
- Haladyna, T. M., Nolen, S. B., & Haas, N. S.
- Venue
- Educational Researcher
- Published
- 1991-06
- Volume
- 20
- Issue
- 5
- Pages
- 2
- ISSN
- 0013-189X (ISSN-L)
- OpenAlex
- W2068473731
- Cited by
- 271
- References
- 0
- FWCI
- 63.94
- Type
- journal article
- Language
- en
- Open access
- closed
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- Haladyna, T. M., Nolen, S. B., & Haas, N. S. (1991). Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution. Educational Researcher. https://doi.org/10.2307/1176395
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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