The Use of Test Accommodations as a Gaming Strategy: A State-Level Exploration of Potential Gaming Tendencies in the 2007–2009 Period and Implications for Re-directing Research on Gaming Through Test Accommodations

by Argun Saatcioglu, Thomas M. Skrtic & Thomas A. DeLuca
Drawing on state-level panel data for the 2007–2009 period, this study examines the potential overuse of test accommodations for students with disabilities as a gaming strategy to inflate state-level proficiency gains in response to high-stakes accountability pressures. We identify particular conditions under which test accommodations are more likely to be used for gaming and specify several directions for further research.
post a comment

Improving High-Stakes Decisions via Formative Assessment, Professional Development, and Comprehensive Educator Evaluation: The School System Improvement Project

by Todd A. Glover, Linda A. Reddy, Ryan J. Kettler, Alexander Kunz & Adam J. Lekwa
The accountability movement and high-stakes testing fail to attend to ongoing instructional improvements based on the regular assessment of student skills and teacher practices. The purpose of this article is to describe the School System Improvement Project’s hybrid approach to utilizing both formative and summative assessments to (a) inform decisions about effective instruction based on all students’ and teachers’ needs, and (b) guide high-stakes decisions about teacher effectiveness.
post a comment

Reflections on the Promise of Mixed-Methods Research in Education

by Carola Suárez-Orozco
This commentary is part of "Mixed Methods for Studies That Address Broad and Enduring Issues in Education Research," edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.