A validity framework for accountability: educational measurement and language testing

High stakes test-based accountability systems primarily rely on aggregates and derivatives of scores from tests that were originally developed to measure individual student proficiency in subject areas such as math, reading/language arts, and now English language proficiency. Current validity models...

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Bibliographic Details
Published in:Language Testing in Asia 2022-02, Vol.12 (1), p.1-14, Article 3
Main Author: Hoeve, Karen B.
Format: Article
Language:English
Subjects:
Accountability
Aggregate scores
Assessment
Education
Education policy
Educational Assessment
Educational evaluation
Educational measurement
English as a second language learning
English Language Learners
English proficiency
High Stakes Tests
Language Arts
Language Education
Language Proficiency
Language testing
Language Tests
Mathematics
Reading
Rewards
Sanctions
Scores
Test Validity
Testing and Evaluation
Validation
Validity
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Summary:High stakes test-based accountability systems primarily rely on aggregates and derivatives of scores from tests that were originally developed to measure individual student proficiency in subject areas such as math, reading/language arts, and now English language proficiency. Current validity models do not explicitly address this use of aggregate scores in accountability. Historically, language testing and educational measurement have been related, yet parallel disciplines. Accountability policies have increasingly forced these disciplines under one umbrella with a common system of rewards and sanctions based on results achieved. Therefore, a validity framework, as suggested in the present paper, is relevant to both.
ISSN:2229-0443
2229-0443
DOI:10.1186/s40468-021-00153-2