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' questionna...

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Bibliographic Details
Published in:Canadian Journal of Education 2017, Vol.40 (1)
Main Authors: van Barneveld, Christina, Brinson, Karieann
Format: Report
Language:English
Subjects:
Analysis
Civil rights
Educational tests
Evaluation
High school students
Learning strategies
Mathematics education
Methods
Student evaluation
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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