High School Exit Exams and "Mis"measurement

Autor/in	Tienken, Christopher H.
Titel	High School Exit Exams and "Mis"measurement
Quelle	In: Educational Forum, 75 (2011) 4, S.298-314 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2011.602467
Schlagwörter	High Schools; Exit Examinations; State Departments of Education; Error of Measurement; Scores; Validity; Tests; Testing; Standardized Tests; Secondary Education; Administrators; Construct Validity; Content Validity; Accountability; Reliability; Language Arts; Mathematics; Mathematics Instruction; Mathematics Education; Graduation Requirements; Foreign Countries; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; Final examination; Abschlussprüfung; Kultusministerium; Messfehler; Gültigkeit; Examination; Prüfung; Examen; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Sekundarbereich; Verantwortung; Reliabilität; Sprachkultur; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Abschlussordnung; Ausland; USA
Abstract	Test score validity takes center stage in the debate over the use of high school exit exams. Scant literature addresses the amount of conditional standard error of measurement (CSEM) present in individual student results on high school exit exams. The purpose of this study is to fill a void in the literature and add a national review of the CSEM, including data on the amount of CSEM present in high school exit exams results. Individual student results from each of the 23 exit exams contained a CSEM ranging from 3.29 to 39 scale-score points. Nearly one-fourth of the state education agencies did not report the CSEM for the individual student results. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10