Educational Measurement Issues and Implications of High Stakes Decision Making in Final Examinations in Secondary Education in the Netherlands

Autor/inn/en	van Rijn, P. W.; Beguin, A. A.; Verstralen, H. H. F. M.
Titel	Educational Measurement Issues and Implications of High Stakes Decision Making in Final Examinations in Secondary Education in the Netherlands
Quelle	In: Assessment in Education: Principles, Policy & Practice, 19 (2012) 1, S.117-136 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2011.591289
Schlagwörter	Secondary Education; Tests; Foreign Countries; Decision Making; Exit Examinations; Measurement Objectives; Measurement Techniques; Outcome Measures; Classification; Pass Fail Grading; Academic Standards; Achievement Rating; Weighted Scores; Equated Scores; Test Theory; Statistical Analysis; Quality Assurance; Educational Quality; Educational Practices; Educational Policy; Evaluation Methods; Item Analysis; Testing Problems; Netherlands + Suchen Sie Ihr Suchwort? Sekundarbereich; Examination; Prüfung; Examen; Ausland; Decision-making; Entscheidungsfindung; Final examination; Abschlussprüfung; Messtechnik; Classification system; Klassifikation; Klassifikationssystem; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Testtheorie; Statistische Analyse; Qualitätssicherung; Quality of education; Bildungsqualität; Bildungspraxis; Politics of education; Bildungspolitik; Itemanalyse; Niederlande
Abstract	While measurement precision is relatively easy to establish for single tests and assessments, it is much more difficult to determine for decision making with multiple tests on different subjects. This latter is the situation in the system of final examinations for secondary education in the Netherlands and is used as an example in this paper. This examination system consists of several school-specific and central parts. A method is presented for quantifying measurement precision for multiple tests in terms of a classification table of true and observed classifications. With this method the percentage of students that is either correctly or incorrectly classified by the tests being administered can be estimated. The method is used to assess the effects of different pass/fail decision rules by application to data from high stakes examinations in pre-university education in 2008. The results are mixed, but generally indicate good properties of compensatory aspects of decision rules. Implications of the results are discussed. (Contains 11 tables, 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10