Inflated Test Score Gains: Is the Problem Old Norms or Teaching the Test?
- 1 September 1990
- journal article
- Published by Wiley in Educational Measurement: Issues and Practice
- Vol. 9 (3) , 15-22
- https://doi.org/10.1111/j.1745-3992.1990.tb00374.x
Abstract
What explanations have been provided for spurious test score gains? Are states and districts narrowing the curriculum and teaching the test? What effect does teaching the test have on the norms themselves? What alternatives must be sought to protect the integrity of instruction and the validity of scores?Keywords
This publication has 11 references indexed in Scilit:
- Methods for Improving Standardized Test Scores: Fruitful, Fruitless, or Fraudulent?Educational Measurement: Issues and Practice, 1989
- Escalating Academic Demand in Kindergarten: Counterproductive PoliciesThe Elementary School Journal, 1988
- SRA Response to Cannell's ArticleEducational Measurement: Issues and Practice, 1988
- A Response to John J. CannellEducational Measurement: Issues and Practice, 1988
- Riverside Comments on the Friends for Education ReportEducational Measurement: Issues and Practice, 1988
- The Lake Wobegon Effect: A Skeleton in the Testing Closet?Educational Measurement: Issues and Practice, 1988
- Norm‐Referenced Test Gains May Be Real: A Response to John Jacob CannellEducational Measurement: Issues and Practice, 1988
- The Time‐Bound Nature of Norms: Understandings and MisunderstandingsEducational Measurement: Issues and Practice, 1988
- Beyond Standardization: State Standards and School ImprovementThe Elementary School Journal, 1985
- The Effects of Type of Examination Anticipated on Test Preparation and PerformanceThe Journal of Educational Research, 1971