How Well Aligned Are State Assessments of Student Achievement with State Content Standards?

Autor/inn/en	Polikoff, Morgan S.; Porter, Andrew C.; Smithson, John
Titel	How Well Aligned Are State Assessments of Student Achievement with State Content Standards?
Quelle	In: American Educational Research Journal, 48 (2011) 4, S.965-995 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831211410684
Schlagwörter	Federal Legislation; Educational Change; High Stakes Tests; State Standards; Relationship; Test Content; Rhetoric; Alignment (Education); Algebra + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsreform; Wechselbeziehung; Testaufgabe; Rhetorik
Abstract	Coherence is the core principle underlying standards-based educational reforms. Assessments aligned with content standards are designed to guide instruction and raise achievement. The authors investigate the coherence of standards-based reform's key instruments using the Surveys of Enacted Curriculum. Analyzing 138 standards-assessment pairs spread across grades and the three No Child Left Behind tested subjects, the authors find that roughly half of standards content is tested on the corresponding test and roughly half of test content corresponds to the standards. A moderate proportion of test content is at the wrong level of cognitive demand as compared to the corresponding standards, and vice versa. Between 17% and 27% of content on a typical test covers topics not mentioned in the corresponding standards. Policy and research implications are discussed. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10