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Sunday, October 11, 2020 | History

3 edition of Test-based accountability and student achievement found in the catalog.

Test-based accountability and student achievement

Brian Aaron Jacob

Test-based accountability and student achievement

an investigation of differential performance on NAEP and state assessments

by Brian Aaron Jacob

  • 340 Want to read
  • 21 Currently reading

Published by National Bureau of Economic Research in Cambridge, Mass .
Written in English

    Subjects:
  • Academic achievement -- Mathematical models

  • Edition Notes

    StatementBrian A. Jacob.
    SeriesNBER working paper series -- no. 12817., Working paper series (National Bureau of Economic Research) -- working paper no. 12817.
    ContributionsNational Bureau of Economic Research.
    The Physical Object
    Pagination68 p. :
    Number of Pages68
    ID Numbers
    Open LibraryOL17632224M
    OCLC/WorldCa77750380

      There are big questions that remain about the test-based accountability movement, including who allowed it to happen. Below is a Q&A with Koretz about his book and what he calls a . Committee on Incentives and Test-Based Accountability in Public Education.; National Research Council (U.S.). Division of Behavioral and Social Sciences and Education.;] -- "In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement.

    Educators who vehemently disagree with test-based accountability must become savvier about student assessment and speak persuasively to the public about the limitations of standardized achievement testing as a measure of school quality. They must become knowledgeable about . While test-based accountability has been controversial, scientific evi- TESTING, AccOuNTABILITY, AND THE AMErIcAN EcONOMY opposing viewpoints, which often take on an ideological flavor, guide much dis- the world are highly dependent on improving student achievement and implic-itly, then, the quality of u.S. schools.

    Downloadable! This paper explores the phenomenon referred to as test score inflation, which occurs when achievement gains on "high-stakes" exams outpace improvements on "low-stakes" tests. The first part of the paper documents the extent to which student performance trends on state assessments differ from those on the National Assessment of Educational Progress (NAEP).   Test-based accountability and student achievement: An investigation of differential performance on NAEP and state assessments (Working Paper ). Cambridge, MA: National Bureau of Economic Research. Google ScholarAuthor: Joel Mittleman, Jennifer L. Jennings.


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Test-based accountability and student achievement by Brian Aaron Jacob Download PDF EPUB FB2

Xiv Making Sense of Test-Based Accountability in Education lines into practice and when refining their test-based accountability systems after they are operational. Yet, many educators and educa-tional policymakers are largely untrained in test design and valida-tion, and they are unfamiliar with recent research about test-based accountability.

The dearth of student accountability for test score results other than tests given by teachers in the classroom is a remarkable aspect of current test-based accountability systems in the U.S. TEST-BASED ACCOUNTABILITY AND STUDENT ACHIEVEMENT: AN INVESTIGATION OF DIFFERENTIAL PERFORMANCE ON NAEP AND STATE ASSESSMENTS Brian A.

Jacob University of Michigan Abstract: This paper explores the phenomenon referred to as test score inflation, which occurs when achievement gains on "high-stakes" exams outpace improvements on "low-stakes" tests. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems.

The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student. Test-based accountability systems are based on the belief that public education can be improved through a simple strategy: require all students to take standardized achievement tests and attach high stakes to the tests in the form of rewards when test scores improve and sanctions when they do not.

The primary goals of test-based educational accountability systems are (1) to increase student achievement and (2) to increase equity in performance among racial-ethnic subpopulations and between students who are poor and their more affluent peers.

The belief that test-based accountability will lead to these goals rests on a number of Size: KB. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based.

The standards and accountability movement is based on the theory that a sequence of three activities will improve education: first, defining what students should learn (setting standards); second, testing to see what students have learned (measuring achievement); third, making the results count (holding educators and students accountable).

The damage that test-based accountability has done goes far deeper than a missed opportunity to improve student achievement.

It is doing untold damage to the profession of teaching. In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement.

The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for by: Test-based accountability systems that attach high stakes to standardized test results have raised a number of issues on educational assessment and accountability.

Do these high-stakes tests measure student achievement accurately. How can policymakers and educators attach the right consequences to the results of these tests?Cited by: Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems.

The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student Cited by: test-based accountability, many states and districts are trying out Our heavy-handed use of tests for accountability has undermined precisely the function that testing is best designed to serve: providing trustworthy information about student achievement.

The Testing Charade, by Daniel Koretz, is published by the University of Chicago Press. Test-Based Accountability – Smokescreen for Cowardly Politicians and Unscrupulous Corporations.

J Yet this is a major premise behind test-based accountability – the untrustworthiness of teachers compared to the dependable, credibility of corporations. It’s also interesting that countries with the highest student achievement.

Moving Beyond the Failure of Test-Based Accountability. My book, however, is not an argument against accountability. My experience as a public school teacher, my years as a parent of children in public schools, and my decades of work as a researcher in education have made clear to me the need for more rigorous and effective accountability.

Test-Based Accountability and Student Achievement: An Investigation of Differential Performance on NAEP and State Assessments Article February with 28 Reads How we measure 'reads'Author: Brian A. Jacob. Incentives and Test-Based Accountability in Education THE NATIONAL ACADEMIES PRESS Fifth Street, N.W.

Washington, DC NOTICE: The project that is the subject of this report was approved by the Gov-erning Board of the National Research Council, whose members are drawn from. Get this from a library. Test-Based Accountability and Student Achievement: An Investigation of Differential Performance on NAEP and State Assessments.

[Brian A Jacob] -- This paper explores the phenomenon referred to as test score inflation, which occurs when achievement gains on "high-stakes" exams outpace improvements on "low-stakes" tests. sic Level.9 Positive findings for test-based accountability have been partially confirmed by other researchers Us-ing NAEP data from – one study found higher achievement associated with accountability but no nar-rowing of the Black–White achievement gap.

Positive effects are also challenged by evidence that some statesFile Size: KB. The Impact of No Child Left Behind on Students, Teachers, and Schools test-based school accountability to scale across the United States.

This study student achievement in reading. School File Size: KB. literature on the effects of test-based accountabili ty on students and teachers, concluding that the preponderance of evidence suggests positive effects of the accountability movement in the United States during the s and early s on student achievement, especially in Size: KB.Home Posts tagged 'test-based accountability' I’ve also written a book, “Gadfly on the Wall: Aptitude tests are designed to predict how well a student will do in the future.

Achievement tests are designed to determine how much a student knows now. There is, of course, intense overlap between these two types because aptitude tests.Book Description: Test-based accountability systems that attach high stakes to standardized test results have raised a number of issues on educational assessment and accountability.

Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests?