The Rights and Responsibility of Test Takers when Large-Scale Testing Is Used for Classroom Assessment

The purpose of this research was to identify conflicts in the rights and responsibility of Grade 9 test takers when some parts of a large-scale test are marked by teachers and used in the calculation of students’ class marks. Data from teachers’ questionnaires and students’ questionnaires from a 200...

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Bibliographic Details
Published in:Canadian journal of education 2017, Vol.40 (1), p.1-22
Main Authors: van Barneveld, Christina, Brinson, Karieann
Format: Article
Language:English
Subjects:
Accountability
Adolescents
Analysis
Civil rights
Classrooms
Communication
Conflict
Decision Making
Educational Research
Educational Testing
Educational tests
Evaluation
Expectancy theories
Expectation
Foreign Countries
Grade 9
High school students
Learning strategies
Mathematics education
Mathematics Tests
Measurement
Methods
Motivation
Performance evaluation
Personal Autonomy
Questionnaires
Statistical Analysis
Student Evaluation
Student Responsibility
Student Rights
Students
Success
Teachers
Test Interpretation
Test Results
Theory
Validity
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Summary:The purpose of this research was to identify conflicts in the rights and responsibility of Grade 9 test takers when some parts of a large-scale test are marked by teachers and used in the calculation of students’ class marks. Data from teachers’ questionnaires and students’ questionnaires from a 2009–10 administration of a large-scale test of Grade 9 mathematics were analyzed using descriptive statistics. Written comments by teachers were analyzed into themes. Results were interpreted using a framework comprised of a policy document and two theories that are relevant to large-scale testing: the rights and responsibility of test takers as documented in the Standards for Educational and Psychological Testing (AERA/APA/NCME/JCSEPT, 2014), expectancy-value theory of motivation, and theory regarding the developmental stage of students in Grade 9. Several conflicts were identified. Potential solutions to conflicts were presented.
ISSN:0380-2361
1918-5979
1918-5979