An Investigation into the Sawtooth Effect in Secondary School Assessments in England

Autor/inn/en	Cuff, Benjamin M. P.; Meadows, Michelle; Black, Beth
Titel	An Investigation into the Sawtooth Effect in Secondary School Assessments in England
Quelle	In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 3, S.321-339 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cuff, Benjamin M. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2018.1513907
Schlagwörter	Foreign Countries; High Stakes Tests; Cutting Scores; Secondary School Students; Secondary School Teachers; Familiarity; Educational Change; Student Evaluation; Evaluation Methods; Grades (Scholastic); Exit Examinations; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Bildungsreform; Schulnote; Studentische Bewertung; Notenspiegel; Final examination; Abschlussprüfung
Abstract	The 'Sawtooth Effect' is where cohort performance on high-stakes assessments drops after assessment reform, and then improves over time as test familiarity increases. Despite its importance, limited research has been conducted to date. In this study, we took a novel approach of using changes in grade boundaries (cut scores) over time as a proxy measure for performance change across a large number of secondary school assessments. Findings were generally consistent with the Sawtooth Effect, suggesting that it took students/teachers around 3 years on average to become familiar with the new tests. Estimates of the magnitude of these changes were also produced. Findings support the need for caution when interpreting changes in performance for new assessments, as any gains that occur may be due to test familiarity, rather than meaningful gains to subject mastery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01