It's a Myth: High Stakes Causes Test Score Inflation (Presentation Slides)

2017 ◽  
Author(s):  
Richard P. Phelps
Keyword(s):  
Test Score ◽  
High Stakes ◽  
Score Inflation

The Impact of High-Stakes Testing in Chicago on Student Achievement in Promotional Gate Grades

2002 ◽  
Vol 24 (4) ◽  
pp. 333-357 ◽  
Author(s):  
Melissa Roderick ◽  
Brian A. Jacob ◽  
Anthony S. Bryk
Keyword(s):  
Student Achievement ◽  
Grade Level ◽  
Test Score ◽  
Hierarchical Linear Model ◽  
Value Added ◽  
High Stakes Testing ◽  
Learning Gains ◽  
High Stakes ◽  
Policy Effects ◽  
The Impact

This article analyzes the impact of high-stakes testing in Chicago on student achievement in grades targeted for promotional decisions. Using a three-level Hierarchical Linear Model, we estimate achievement value added in gate grades (test-score increases over and above that predicted from a student’s prior growth trajectory) for successive cohorts of students and derive policy effects by comparing value added pre- and postpolicy. Test scores in these grades increased substantially following the introduction of high-stakes testing. The effects are larger in the 6th and 8th grades and smaller in the 3rd grade in reading. Effects are also larger in previously low-achieving schools. In reading, students with low skills experienced the largest improvement in learning gains in the year prior to testing, while students with skills closer to their grade level experienced the greatest benefits in mathematics.

scholarly journals The Fakeability of Personality Measurement with Graded Paired Comparisons

2021 ◽  
Author(s):  
Niklas Schulte ◽  
Lucas Kaup ◽  
Paul - Christian Bürkner ◽  
Heinz Holling
Keyword(s):  
Social Desirability ◽  
Forced Choice ◽  
Paired Comparisons ◽  
Personality Measurement ◽  
High Stakes ◽  
Likert Scales ◽  
Irt Models ◽  
The Social ◽  
Score Inflation ◽  
Dominant Paradigm

This pre-registered study compares the faking resistance of Likert scales and graded paired comparisons (GPCs) analyzed with Thurstonian IRT models. Based on findings on other forced-choice formats, we hypothesized that GPCs would be more resistant to faking than Likert scales by resulting in lower score inflation and better recovery of applicants’ true (i.e., honest) trait scores. A total of N = 573 participants completed either the Likert or GPC version of a personality questionnaire first honestly and then in an applicant scenario. Results show that participants were able to increase their scores in both the Likert and GPC format, though their score inflation was smaller in the GPC than the Likert format. However, GPCs did not exhibit higher honest–faking correlations than Likert scales; under certain conditions, we even observed negative associations. These results challenge mean score inflation as the dominant paradigm for judging the utility of foeced-choice questionnaires in high-stakes situations. Even if FC factor scores are less inflated, their ability to recover true trait standings in high-stakes situations might be lower compared with Likert scales. Moreover, in the GPC format, faking effects correlated almost perfectly with the social desirability differences of the corresponding statements, highlighting the importance of matching statements equal in social desirability when constructing forced-choice questionnaires.

scholarly journals Lake Woebe guaranteed: Misuse of Test Scores in Massachusetts, Part I

2002 ◽  
Vol 10 ◽  
pp. 24 ◽  
Author(s):  
Walt Haney
Keyword(s):  
Test Scores ◽  
Test Score ◽  
Small Schools ◽  
Test Construction ◽  
Test Results ◽  
High Stakes ◽  
State Tests ◽  
Testing Period ◽  
State Test ◽  
Grade One

Misuse of test results in Massachusetts largely guarantees woes for both students and schools. Analysis of annual test score averages for close to 1000 Massachusetts schools for four years (1998—2001) shows that test score gains in one testing period tend to be followed by losses in the next. School averages are especially volatile in relatively small schools (with less than 150 students tested per grade). One of the reasons why scores fluctuate is that the Massachusetts state test has been developed using norm-referenced test construction procedures so that items which all students tend to answer correctly (or incorrectly) are excluded from operational versions of the test. This article concludes with a summary of other reasons why results from state tests, like that in Massachusetts, ought not be used in isolation to make high-stakes decisions about students or schools.

Democrazy—Dem Go Craze, O: Monitoring the 1999 Nigerian Elections

1999 ◽  
Vol 27 (1) ◽  
pp. 29-33
Author(s):  
Darren Kew
Keyword(s):  
Transition Program ◽  
The Political ◽  
High Stakes ◽  
Political Class ◽  
Soccer Match ◽  
The Public ◽  
The Military

In many respects, the least important part of the 1999 elections were the elections themselves. From the beginning of General Abdusalam Abubakar’s transition program in mid-1998, most Nigerians who were not part of the wealthy “political class” of elites—which is to say, most Nigerians— adopted their usual politically savvy perspective of siddon look (sit and look). They waited with cautious optimism to see what sort of new arrangement the military would allow the civilian politicians to struggle over, and what in turn the civilians would offer the public. No one had any illusions that anything but high-stakes bargaining within the military and the political class would determine the structures of power in the civilian government. Elections would influence this process to the extent that the crowd influences a soccer match.

Item Context and /s/ Phone Articulation Test Results

1972 ◽  
Vol 15 (4) ◽  
pp. 852-860 ◽  
Author(s):  
Zoe Zehel ◽  
Ralph L. Shelton ◽  
William B. Arndt ◽  
Virginia Wright ◽  
Mary Elbert
Keyword(s):  
Test Score ◽  
Sound Production ◽  
Broad Context ◽  
Test Results ◽  
Production Task ◽  
Test Result

Fourteen children who misarticulated some phones of the /s/ phoneme were tape recorded articulating several lists of items involving /s/. The lists included the Mc-Donald Deep Test for /s/, three lists similar to McDonald’s but altered in broad context, and an /s/ sound production task. Scores from lists were correlated, compared for differences in means, or both. Item sets determined by immediate context were also compared for differences between means. All lists were found to be significantly correlated. The comparison of means indicated that both broad and immediate context were related to test result. The estimated “omega square” statistic was used to evaluate the percentage of test score variance attributable to context.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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