Volume 115, Number 9, 2013
This paper is the Foreword to the Special Issue in the Teachers College Record, titled, When Education Measures Go Public –Stakeholder Perspectives on How and Why Validity Breaks Down.
This article approaches the evolving concept of validity of assessments, moving from the scholarship of the past, to the constraints and demands of the present. The use of technology and globalization are raised as challenges to future approaches to validity.
This article provides an analysis of the recent publication of the value-added measurements found in the Teacher Data Reports of the New York City Department of Education.
This article, part of a special issue of TCR, considers the political dimensions of validity questions as raised by a keynote address and panel discussion originally held at Teachers College in March 2012.
This article considers the value of the national move toward value-added measures and our current fascination with objective measurements – a fascination that stems from our collective distrust of our teachers and ourselves, and our reluctance to make judgments about the substantive narratives we teach students.
Assessment use has switched from measurement tools to policy levers. Meaning is created by use, and the intense push for test-based accountability and teacher evaluation policies in the U.S. has fundamentally changed the nature of test use. The core meaning of testing has accordingly been qualitatively changed, and serious policy attention to issues of consequential validity counsels against use of tests to drive policy unless, and until, the results that process itself have been validated for their furtherance of recognized goals.
This article, an afterword to the special issue, considers the multiple purposes of test validity.
There are no commentaries for this issue
There are no Off The Record or Editorials for this issue