| Author | Co-author(s) | Dismissive Quote | type | Title | Source | Link1 | Link2 | |
| 1 | Daniel M. Koretz | Matt Barnum [journalist] | Journalist: I take it itÕs very hard to quantify this test prep phenomenon, though? Koretz: It is extremely hard, and thereÕs a big hole in the research in this area. | Dismissive | Why one Harvard professor calls American schoolsÕ focus on testing a ÔcharadeÕ | Chalkbeat, January 19, 2018 | https://www.chalkbeat.org/posts/us/2018/01/19/why-one-harvard-professor-calls-american-schools-focus-on-testing-a-charade/ | |
| 2 | Daniel M. Koretz | "However, this reasoning isn't just simple, it's simplistic--and the evidence is overwhelming that this approach [that testing can improve education] has failed. É these improvements are few and small. Hard evidence is limited, a consequence of our failure as a nation to evaluate these programs appropriately before imposing them on all children." | Dismissive | The Testing Charade: Pretending to Make Schools Better [Kindle location 142] | University of Chicago Press, 2017 | |||
| 3 | Daniel M. Koretz | "The bottom line: the information yielded by tests, while very useful, is never by itself adequate for evaluating programs, schools, or educators. Self-evident as this should be, it has been widely ignored in recent years. Indeed, ignoring this obvious warning has been the bedrock of test-based education reform." | Denigrating | The Testing Charade: Pretending to Make Schools Better [Kindle location 301] | University of Chicago Press, 2017 | |||
| 4 | Daniel M. Koretz | "Éas of the late 1980s there was not a single study evaluating whether inflation occurred or how severe it was. With three colleagues, I set out to conduct one." | 1stness | The Testing Charade: Pretending to Make Schools Better [Kindle location 841] | University of Chicago Press, 2017 | |||
| 5 | Daniel M. Koretz | "However, value-added estimates are rarely calculated with lower-stakes tests that are less likely to be inflated." | Dismissive | The Testing Charade: Pretending to Make Schools Better [Kindle location 1003] | University of Chicago Press, 2017 | |||
| 6 | Daniel M. Koretz | "One reason we know less than we should É is that most of the abundant test score data available to us are too vulnerable to score inflation to be trusted. There is a second reason for the dearth of information, the blame for which lies squarely on the shoulders of many of the reformers." | Dismissive | The Testing Charade: Pretending to Make Schools Better [Kindle location 2717] | University of Chicago Press, 2017 | |||
| 7 | Daniel M. Koretz | "High-quality evaluations of the test-based reforms aren't common, É" | Denigrating | The Testing Charade: Pretending to Make Schools Better [Kindle location 2757] | University of Chicago Press, 2017 | |||
| 8 | Daniel M. Koretz | "The first solid study documenting score inflation was presented twenty-five years before I started writing this book." | 1stness | The Testing Charade: Pretending to Make Schools Better [Kindle location 3772] | University of Chicago Press, 2017 | |||
| 9 | Daniel M. Koretz | "The first study showing illusory improvement in achievement gaps--the largely bogus "Texas miracle"--was publicshed only ten years after that." | 1stness | The Testing Charade: Pretending to Make Schools Better [Kindle location 3772] | University of Chicago Press, 2017 | |||
| 10 | Daniel M. Koretz | Holcombe, Jennings | ÒTo date, few studies have attempted to understand the sources of variation in score inflation across testing programs.Ó p. 3 | Dismissive | The roots of score inflation, an examination of opportunities in two statesÕ tests | Prepublication draft Òto appear in Sunderman (Ed.), Charting reform: achieving equity in a diverse nationÓ | http://dash.harvard.edu/bitstream/handle/1/10880587/roots%20of%20score%20inflation.pdf?sequence=1 | |
| 11 | Jennifer L. Jennings* | Douglas Lee Lauen | "Despite the ongoing public debate about the meaning of state test score gains, no study has examined the impact of accountability pressure from NCLB on multiple tests taken by the same students." | 1stness | Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning, p.222 | The Russell Sage Foundation Journal of the Social Sciences, Volume 2, Number 5, September 2016, pp. 220-241 | https://muse.jhu.edu/article/633744 | |
| 12 | Jennifer L. Jennings* | Douglas Lee Lauen | "Still, little is known about the effects of accountability pressure across demographic groups on multiple measures of student learning; addressing this gap is one goal of our study." | Dismissive | Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning, p. 223 | The Russell Sage Foundation Journal of the Social Sciences, Volume 2, Number 5, September 2016, pp. 220-241 | https://muse.jhu.edu/article/633744 | |
| 13 | Jennifer L. Jennings* | Douglas Lee Lauen | "In sum, all of the studies described here establish positive average effects of NCLB beyond state tests but do not assess the generalizability of state test gains to other measures of achievement. Our studyÉ" | 1stness | Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning, p. 223 | The Russell Sage Foundation Journal of the Social Sciences, Volume 2, Number 5, September 2016, pp. 220-241 | https://muse.jhu.edu/article/633744 | |
| 14 | Jennifer L. Jennings* | Douglas Lee Lauen | "Our study contributes to a small but growing literature examining the relationship between school-based responses to accountability pressure and student performance on multiple measures of learning, which requires student-level data and test scores from multiple exams." | Dismissive | Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning, p. 223 | The Russell Sage Foundation Journal of the Social Sciences, Volume 2, Number 5, September 2016, pp. 220-241 | https://muse.jhu.edu/article/633744 | |
| 15 | Jennifer L. Jennings* | Douglas Lee Lauen | "Only one study has examined the effect of accountability pressure on multiple tests, but this study is from the pre-NCLB era. Jacob (2005) used item-level data to better understand the mechanisms underlying differential gains across tests." | Dismissive | Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning, p. 223 | The Russell Sage Foundation Journal of the Social Sciences, Volume 2, Number 5, September 2016, pp. 220-241 | https://muse.jhu.edu/article/633744 | |
| 16 | Jennifer L. Jennings* | Douglas Lee Lauen | "While the studies reviewed here have established the effects of accountability systems on outcomes, they have devoted less attention to studying heterogeneity in how educators perceive external pressures and react to them. Because the lever for change in accountability systems is educational improvement in response to external pressure, this is an important oversight." | Denigrating | Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning, p. 224 | The Russell Sage Foundation Journal of the Social Sciences, Volume 2, Number 5, September 2016, pp. 220-241 | https://muse.jhu.edu/article/633744 | |
| 17 | Jennifer L. Jennings* | Douglas Lee Lauen | "A unique feature of this study is the availability of multiple test scores for each student— both the Texas Assessment of Knowledge and Skills (TAKS) and the Stanford Achievement Test battery." | 1stness | Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning, p. 225 | The Russell Sage Foundation Journal of the Social Sciences, Volume 2, Number 5, September 2016, pp. 220-241 | https://muse.jhu.edu/article/633744 | |
| 18 | Daniel M. Koretz | Waldman, Yu, Langli, Orzech | ÒFew studies have applied a multi-level framework to the evaluation of inflation,Ó p. 1 | Denigrating | Using the introduction of a new test to investigate the distribution of score inflation | Working paper of Education Accountability Project at the Harvard Graduate School of Education, Nov. 2014 | http://projects.iq.harvard.edu/files/eap/files/ky_cot_3_2_15_working_paper.pdf | |
| 19 | Daniel M. Koretz | "What we donÕt know, What is the net effect on student
achievement? -Weak research designs, weaker data -Some evidence of inconsistent, modest effects in elementary math, none in reading -Effects are likely to vary across contexts... Reason: grossly inadequate research and evaluation" |
Denigrating | Using tests for monitoring and accountability | Presentation at: Agencia de Calidad de la Educaci—n Santiago, Chile, November 3, 2014 | |||
| 20 | Daniel M. Koretz | Jennifer L. Jennings | ÒWe find that research on the use of test score data is limited, and research investigating the understanding of tests and score data is meager.Ó p. 1 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities/ | http://www.spencer.org/resources/content/3/3/8/documents/Koretz--Jennings-paper.pdf |
| 21 | Daniel M. Koretz | Jennifer L. Jennings | ÒBecause of the sparse research literature, we rely on experience and anecdote in parts of this paper, with the premise that these conclusions should be supplanted over time by findings from systematic research.Ó p. 1 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/sites/default/files/pdfs/Koretz-Jennings-paper.pdf |
| 22 | Daniel M. Koretz | Jennifer L. Jennings | "...the relative performance of schools is difficult to interpret in the presence of score inflation. At this point, we know very little about the factors that may predict higher levels of inflation —for example, characteristics of tests, accountability systems, students, or schools." p.4 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/sites/default/files/pdfs/Koretz-Jennings-paper.pdf |
| 23 | Daniel M. Koretz | Jennifer L. Jennings | ÒWe
focus on three issues that are especially relevant to test-based data and about which research is currently sparse: How do the types of data made available for use affect policymakersÕ and educatorsÕ understanding of data? What are the common errors made by policymakers and educators in interpreting test score data? How do high-stakes testing and the availability of test-based data affect administrator and teacher practice? (p. 5) |
Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 24 | Daniel M. Koretz | Jennifer L. Jennings | ÒSystematic research exploring educatorsÕ understanding of both the principles of testing and appropriate interpretation of test-based data is meager.Ó, p.5 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 25 | Daniel M. Koretz | Jennifer L. Jennings | "Although current, systematic information is lacking, our experience is that that the level of understanding of test data among both educators and education policymakers is in many cases abysmally low.", p.6 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 26 | Daniel M. Koretz | Jennifer L. Jennings | "There has been a considerably (sic) amount of research exploring problems with standards-based reporting, but less on the use and interpretation of standards-based data by important stakeholders." p.12 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 27 | Daniel M. Koretz | Jennifer L. Jennings | "We have heard former teachers discuss this frequently, saying that new teachers in many schools are inculcated with the notion that raising scores in tested subjects is in itself the appropriate goal of instruction. However, we lack systematic data about this..." p.14 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 28 | Daniel M. Koretz | Jennifer L. Jennings | "Research on score inflation is not abundant, largely for the reason discussed above: policymakers for the most part feel no obligation to allow the relevant research, which is not in their self-interest even when it is in the interests of students in schools. However, at this time, the evidence is both abundant enough and sufficiently often discussed that that the existence of the general issue of score inflation appears to be increasingly widely recognized by the media, policymakers, and educators." p.17 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 29 | Daniel M. Koretz | Jennifer L. Jennings | "The issue of score inflation is both poorly understood and widely ignored in the research community as well." p.18 | Denigrating | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 30 | Daniel M. Koretz | Jennifer L. Jennings | "Research on coaching is very limited." p.21 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 31 | Daniel M. Koretz | Jennifer L. Jennings | "How is test-based information used by educators? É The types of research done to date on this topic, while useful, are insufficient." p.26 | Denigrating | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 32 | Daniel M. Koretz | Jennifer L. Jennings | É We need to design ways of measuring coaching, which has been almost entirely unstudied." p.26 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 33 | Daniel M. Koretz | Jennifer L. Jennings | ÒWe have few systematic studies of variations in educatorsÕ responses. ÉÓ p. 26 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 34 | Daniel M. Koretz | Jennifer L. Jennings | "Ultimately, our concern is the impact of educatorsÕ understanding and use of test data on student learning. However, at this point, we have very little comparative information about the validity of gains, .... The comparative information that is beginning to emerge suggests..." p.26 | Dismissive | The Misunderstanding and Use of Data from Educational Tests | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities | http://www.spencer.org/resources/content/3/3/8/documents/Koretz-Jennings-paper.pdf |
| 35 | Daniel M. Koretz | ÒThe field of measurement has not kept pace with this transformation of testing.Ó p. 3 | Denigrating | Implications of current policy for educational measurement | paper presented at the Exploratory Seminar: Measurement Challenges Within the Race to the Top Agenda, December 2009 | http://www.k12center.org/rsc/pdf/KoretzPresenterSession3.pdf | ||
| 36 | Daniel M. Koretz | ÒFor the most part, notwithstanding LindquistÕs warning, the field of measurement has largely ignored the top levels of sampling.Ó p. 6 | Dismissive | Implications of current policy for educational measurement | paper presented at the Exploratory Seminar: Measurement Challenges Within the Race to the Top Agenda, December 2009 | http://www.k12center.org/rsc/pdf/KoretzPresenterSession3.pdf | ||
| 37 | Daniel M. Koretz | ÒCurrently, research on accountability‐related topics, such as score inflation and effects on educational practice, is slowly growing but remains largely divorced from the core activities of the measurement field.Ó p. 15 | Dismissive | Implications of current policy for educational measurement | paper presented at the Exploratory Seminar: Measurement Challenges Within the Race to the Top Agenda, December 2009 | http://www.k12center.org/rsc/pdf/KoretzPresenterSession3.pdf | ||
| 38 | Daniel M. Koretz | ÒThe data, however, are more limited and more complex than is often realized, and the story they properly tell is not quite so straightforward. . . . Data about student performance at the end of high school are scarce and especially hard to collect and interpret.Ó p. 38 | Dismissive | How do American students measure up? Making Sense of International Comparisons | The Future of Children 19:1 Spring 2009 | http://www.princeton.edu/futureofchildren/publications/docs/19_01_FullJournal.pdf | ||
| 39 | Daniel M. Koretz | ÒInternational comparisons clearly do not provide what many observers of education would like. . . . The findings are in some cases inconsistent from one study to another. Moreover, the data from all of these studies are poorly suited to separating the effects of schooling from the myriad other influences on student achievement. Òp 48 | Dismissive | How do American students measure up? Making Sense of International Comparisons | The Future of Children 19:1 Spring 2009 | http://www.princeton.edu/futureofchildren/publications/docs/19_01_FullJournal.pdf | ||
| 40 | Daniel M. Koretz | ÒIf truly comparable data from the end of schooling were available, they would presumably look somewhat different, though it is unlikely that they would be greatly more optimistic.Ó p. 49 | Dismissive | How do American students measure up? Making Sense of International Comparisons | The Future of Children 19:1 Spring 2009 | http://www.princeton.edu/futureofchildren/publications/docs/19_01_FullJournal.pdf | ||
| 41 | Daniel M. Koretz | ÒFew detailed studies of score inflation have been carried out. ...Ó p. 778 | Dismissive | Test-based educational accountability. Research evidence and implication | Zeitschrift fŸr PŠdagogik 54 (2008) 6, S. 777–790 | http://www.pedocs.de/volltexte/2011/4376/pdf/ZfPaed_2008_6_Koretz_Testbased_educational_accountability_D_A.pdf | ||
| 42 | Daniel M. Koretz | ÒUnfortunately, while we have a lot of anecdotal evidence suggesting that this [equity as the rationale for NCLB] is the case, we have very few serious empirical studies of this.Ó answer to 3rd question, 1st para | Denigrating | What does educational testing really tell us? | Education Week [interview ], 9.23.2008 | http://blogs.edweek.org/edweek/eduwonkette/2008/09/what_does_educational_testing_1.html | ||
| 43 | Daniel M. Koretz | "Éwe rarely know when [test] scores are inflated because we so rarely check." | Dismissive | Interpreting test scores: More complicated than you think [interview] | Chronicle of Higher Education, August 15, 2008, p. A23 | |||
| 44 | Daniel M. Koretz | ÒÉ [T]he problem of score inflation is at best inconvenient and at worse [sic] threatening. (The later is one reason that there are so few studies of this problem. É)Ó p. 11 | Dismissive | Measuring up: What educational testing really tells us. | Harvard University Press, 2008 | Google Books | ||
| 45 | Daniel M. Koretz | ÒThe relatively few studies that have addressed this question support the skeptical interpretation: in many cases, mastery of material on the new test simply substitutes for mastery of the old.Ó p. 242 | Dismissive | Measuring up: What educational testing really tells us. | Harvard University Press, 2008 | Google Books | ||
| 46 | Daniel M. Koretz | ÒBecause so many people consider test-based accountability to be self-evaluating É there is a disturbing lack of good evaluations of these systems. ÉÓ) p. 331 | Denigrating | Measuring up: What educational testing really tells us | Harvard University Press, 2008 | Google Books | ||
| 47 | Daniel M. Koretz | ÒMost of these few studies showed a rapid divergence of means on the two tests. ÉÓ p. 348 | Dismissive | Using aggregate-level linkages for estimation and valuation, etc. | in Linking and Aligning Scores and Scales, Springer, 2007 | Google Books | ||
| 48 | Daniel M. Koretz | "Research to date makes clear that score gains achieved under high-stakes conditions should not be accepted at face value. ...policymakers embarking on an effort to create a more effective system of ...accountability must face uncertainty about how well alternatives will function in practice, and should be prepared for a period of evaluation and mid-course correction." | Dismissive | Alignment, High Stakes, and the Inflation of Test Scores | CRESST Report 655, June 2005 | |||
| 49 | Daniel M. Koretz | "Thus, even in a well-aligned system, policymakers still face the challenge of designing educational accountability systems that create the right mix of incentives: incentives that will maximize real gains in student performance, minimize score inflation, and generate other desirable changes in educational practice. This is a challenge in part because of a shortage of relevant experience and research..." | Dismissive | Alignment, High Stakes, and the Inflation of Test Scores | CRESST Report 655, June 2005 | |||
| 50 | Daniel M. Koretz | "Research has yet to clarify how variations in the performance targets set for schools affect the incentives faced by teachers and the resulting validity of score gains." | Dismissive | Alignment, High Stakes, and the Inflation of Test Scores | CRESST Report 655, June 2005 | |||
| 51 | Daniel M. Koretz | "In terms of research, the jury is still out." | Dismissive | Alignment, High Stakes, and the Inflation of Test Scores | CRESST Report 655, June 2005 | |||
| 52 | Daniel M. Koretz | "The first study to evaluate score inflation empirically (Koretz, Linn, Dunbar, and Shepard, 1991) looked at a district-testing program in the 1980s that used commercial, off-the-shelf, multiple-choice achievement tests." | 1stness | Alignment, High Stakes, and the Inflation of Test Scores, p.7 | CRESST Report 655, June 2005 | |||
| 53 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | ÒThe shortcomings of the studies make it difficult to determine the size of teacher effects, but we suspect that the magnitude of some of the effects reported in this literature are overstated.Ó p. xiii | Denigrating | Evaluating Value-Added Models for Teacher Accountability | Rand Corporation, 2003 | https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf | |
| 54 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | ÒUsing VAM to estimate individual teacher effects is a recent endeavor, and many of the possible sources of error have not been thoroughly evaluated in the literature.Ó p. xix | Dismissive | Evaluating Value-Added Models for Teacher Accountability | Rand Corporation, 2003 | https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf | |
| 55 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | ÒEmpirical evaluations do not exist for many of the potential sources of error we have identified. Studies need to be conducted to determine how these factors contribute to estimated teacher effects and to determine the conditions that exacerbate or mitigate the impact these factors have on teacher effects.Ó p. xix | Dismissive | Evaluating Value-Added Models for Teacher Accountability | Rand Corporation, 2003 | https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf | |
| 56 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | ÒThis lack of attention to teachers in policy discussions may be attributed in part to another body of literature that attempted to determine the effects of specific teacher background characteristics, including credentialing status (e.g., Miller, McKenna, and McKenna, 1998; Goldhaber and Brewer, 2000) and subject matter coursework (e.g., Monk, 1994).Ó p. 8 | Dismissive | Evaluating Value-Added Models for Teacher Accountability | Rand Corporation, 2003 | https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf | |
| 57 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | ÒTo date, there has been little empirical exploration of the size of school effects and the sensitivity of teacher effects to modeling of school effects.Ó p. 78 | Dismissive | Evaluating Value-Added Models for Teacher Accountability | Rand Corporation, 2003 | https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf | |
| 58 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | ÒThere are no empirical explorations of the robustness of estimates to assumptions about prior-year schooling effects.Ò p. 81 | Dismissive | Evaluating Value-Added Models for Teacher Accountability | Rand Corporation, 2003 | https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf | |
| 59 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | ÒThere is currently no empirical evidence about the sensitivity of gain scores or teacher effects to such alternatives.Ó p. 89 | Dismissive | Evaluating Value-Added Models for Teacher Accountability | Rand Corporation, 2003 | https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf | |
| 60 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | ÒEmpirical evaluations do not exist for many of the potential sources of error we have identified. Studies need to be conducted to determine how these factors contribute to estimated teacher effects and to determine the conditions that exacerbate or mitigate the impact these factors have on teacher effects.Ó p. 116 | Dismissive | Evaluating Value-Added Models for Teacher Accountability | Rand Corporation, 2003 | https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf | |
| 61 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | ÒAlthough we expect missing data are likely to be pervasive, there is little systematic discussion of the extent or nature of missing data in test score databases.Ó p. 117 | Dismissive | Evaluating Value-Added Models for Teacher Accountability | Rand Corporation, 2003 | https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf | |
| 62 | Daniel M. Koretz | "Empirical research on the validity of score gains on high-stakes tests is limited, but the studies conducted to date showÉ" | Dismissive | Using multiple measures to address perverse incentives an score inflation, p.21 | Educational Measurement: Issues and Practice, Summer 2003 | |||
| 63 | Daniel M. Koretz | "Research on educators' responses to high-stakes testing is also limited, É" | Dismissive | Using multiple measures to address perverse incentives an score inflation, p.21 | Educational Measurement: Issues and Practice, Summer 2003 | |||
| 64 | Daniel M. Koretz | "Although extant research is sufficient to document problems of score inflation and unintended incentives from test-based accountability, it provides very little guidance about how one might design an accountability system to lessen these problems." | Denigrating | Using multiple measures to address perverse incentives an score inflation, p.22 | Educational Measurement: Issues and Practice, Summer 2003 | |||
| 65 | Daniel M. Koretz | ÒRelatively few studies, however, provide strong empirical evidence pertaining to inflation of entire scores on tests used for accountability.Ó p. 759 | Denigrating | Limitations in the use of achievement tests as measures of educatorsÕ productivity | The Journal of Human Resources, 37:4 (Fall 2002) | http://standardizedtests.procon.org/sourcefiles/limitations-in-the-use-of-achievement-tests-as-measures-of-educators-productivity.pdf | ||
| 66 | Daniel M. Koretz | ÒOnly a few studies have directly tested the generalizability of gains in scores on accountability-oriented tests.Ó p. 759 | Dismissive | Limitations in the use of achievement tests as measures of educatorsÕ productivity | The Journal of Human Resources, 37:4 (Fall 2002) | http://standardizedtests.procon.org/sourcefiles/limitations-in-the-use-of-achievement-tests-as-measures-of-educators-productivity.pdf | ||
| 67 | Daniel M. Koretz | ÒMoreover, while there are numerous anecdotal reports of various types of coaching, little systematic research describes the range of coaching strategies and their effects.Ó p. 769 | Dismissive | Limitations in the use of achievement tests as measures of educatorsÕ productivity | The Journal of Human Resources, 37:4 (Fall 2002) | http://standardizedtests.procon.org/sourcefiles/limitations-in-the-use-of-achievement-tests-as-measures-of-educators-productivity.pdf | ||
| 68 | Laura S. Hamilton | Daniel M. Koretz | "There is currently no substantial evidence on the effects of published report cards on parentsÕ decisionmaking or on the schools themselves." | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter
2: Tests and their use in test-based accountability systems, p.44 |
||
| 69 | Daniel M. Koretz | Daniel F. McCaffrey, Laura S. Hamilton | "Few efforts are made to evaluate directly score gains obtained under high-stakes conditions, and conventional validation tools are not fully adequate for the task.", p. 1 | Dismissive | Toward a framework for validating gains under high-stakes conditions | CSE Technical Report 551, CRESST/Harvard Graduate School of Education, CRESST/RAND Education, December 2001 | ||
| 70 | Daniel M. Koretz | Mark Berends | Ò[T]here has been little systematic research exploring changes in grading standards. ÉÓ p. iii | Dismissive | Changes in high school grading standards in mathematics, 1982–1992 | Rand Education, 2001 | http://www.rand.org/content/dam/rand/pubs/monograph_reports/2007/MR1445.pdf | |
| 71 | Daniel M. Koretz | Mark Berends | Ò[F]ew studies have attempted to evaluate systematically changes in grading standards over time.Ó p. xi | Dismissive | Changes in high school grading standards in mathematics, 1982–1992 | Rand Education, 2001 | http://www.rand.org/content/dam/rand/pubs/monograph_reports/2007/MR1445.pdf | |
| 72 | Daniel M. Koretz | E. A. Hanushek, J. J. Heckman, and D. Neal (organizers) | "Research provides sparse guidance about how to broaden the range of measured outcomes to provide a better mix of incentives and lessen score inflation.", p.27 | Dismissive | Limitations in the Use of Achievement Tests as Measures of EducatorsÕ Productivity | Devising Incentives to Promote Human Capital, National Academy of Sciences Conference, May 2000 | http://www.irp.wisc.edu/newsevents/other/symposia/koretz.pdf | |
| 73 | Daniel M. Koretz | E. A. Hanushek, J. J. Heckman, and D. Neal (organizers) | "...what types of accountability systems might be more effective, and what role might achievement tests play in them? Unfortunately, there is little basis in research for answering this question. The simple test-based accountability systems that have been in vogue for the past two decades have appeared so commonsensical to some policymakers that they have had little incentive to permit the evaluation of alternatives.", p.25 | Dismissive | Limitations in the Use of Achievement Tests as Measures of EducatorsÕ Productivity | Devising Incentives to Promote Human Capital, National Academy of Sciences Conference, May 2000 | http://www.irp.wisc.edu/newsevents/other/symposia/koretz.pdf | |
| 74 | Daniel M. Koretz | E. A. Hanushek, J. J. Heckman, and D. Neal (organizers) | "...while there are numerous anecdotal reports of various types of coaching, little systematic research describes the range of coaching strategies and their effects.", p.24 | Denigrating | Limitations in the Use of Achievement Tests as Measures of EducatorsÕ Productivity | Devising Incentives to Promote Human Capital, National Academy of Sciences Conference, May 2000 | http://www.irp.wisc.edu/newsevents/other/symposia/koretz.pdf | |
| 75 | Daniel M. Koretz | E. A. Hanushek, J. J. Heckman, and D. Neal (organizers) | "Only a few studies have directly tested the generalizability of gains in scores on accountability-oriented tests.", p.11 | Denigrating | Limitations in the Use of Achievement Tests as Measures of EducatorsÕ Productivity | Devising Incentives to Promote Human Capital, National Academy of Sciences Conference, May 2000 | http://www.irp.wisc.edu/newsevents/other/symposia/koretz.pdf | |
| 76 | Daniel M. Koretz | E. A. Hanushek, J. J. Heckman, and D. Neal (organizers) | "Relatively few studies, however, provide strong empirical evidence pertaining to inflation of entire scores on tests used for accountability. Policy makers have little incentive to facilitate such studies, and they can be difficult to carry out.", p.11 | Denigrating | Limitations in the Use of Achievement Tests as Measures of EducatorsÕ Productivity | Devising Incentives to Promote Human Capital, National Academy of Sciences Conference, May 2000 | http://www.irp.wisc.edu/newsevents/other/symposia/koretz.pdf | |
| 77 | Daniel M. Koretz | Sheila I. Barron | ÒIn the absence of systematic research documenting test-based accountability systems that have avoided the problem of inflated gains ÉÓ p. xvii | Dismissive | The validity of gains in scores on the Kentucky Instructional Results Information System (KIRIS) | Rand Education, 1998 | http://www.rand.org/content/dam/rand/pubs/monograph_reports/2009/MR1014.pdf | |
| 78 | Daniel M. Koretz | Sheila I. Barron | ÒThis study also illustrated in numerous ways the limitations of current research on the validity of gains.Ó p. xviii | Dismissive | The validity of gains in scores on the Kentucky Instructional Results Information System (KIRIS) | Rand Education, 1998 | http://www.rand.org/content/dam/rand/pubs/monograph_reports/2009/MR1014.pdf | |
| 79 | Daniel M. Koretz | Sheila I. Barron | ÒThe field of measurement has seen many decades of intensive development of methods for evaluating scores cross-sectionally, but much less attention has been devoted to the problem of evaluating gains. . . . [T]his methodological gap is likely to become ever more important.Ó p. 122 | Dismissive | The validity of gains in scores on the Kentucky Instructional Results Information System (KIRIS) | Rand Education, 1998 | http://www.rand.org/content/dam/rand/pubs/monograph_reports/2009/MR1014.pdf | |
| 80 | Daniel M. Koretz | Sheila I. Barron | ÒThe contrast between mathematics É and reading É underlines the limits of our current knowledge of the mechanisms that underlie score inflation.Ó p. 122 | Dismissive | The validity of gains in scores on the Kentucky Instructional Results Information System (KIRIS) | Rand Education, 1998 | http://www.rand.org/content/dam/rand/pubs/monograph_reports/2009/MR1014.pdf | |
| 81 | Daniel M. Koretz | reported by Debra Viadero | Ò...all of the researchers interviewed agreed with FairTestÕs contention that research evidence supporting the use of high-stakes tests as a means of improving schools is thin.Ó | Dismissive | FairTest report questions reliance on high-stakes testing by states | Debra Viadero, Education Week. January 28, 1998. | ||
| 82 | Daniel M. Koretz | Erik A. Hanushek, D.W. Jorgenson (Eds.) | "Despite the long history of assessment-based accountability, hard evidence about its effects is surprisingly sparse, and the little evidence that is available is not encouraging. ...The large positive effects assumed by advocates...are often not substantiated by hard evidence....Ó | Dismissive | Using student assessments for educational accountability | Improving AmericaÕs schools: The role of incentives. Washington, D.C.: National Academy Press, 1996 | ||
| 83 | Daniel M. Koretz | Robert L. Linn, Stephen Dunbar, Lorrie A. Shepard | ÒEvidence relevant to this debate has been limited.Ó p. 2 | Dismissive | The Effects of High-Stakes Testing On Achievement: Preliminary Findings About Generalization Across Tests | Originally presented at the annual meeting of the AERA and the NCME, Chicago, April 5, 1991 | http://nepc.colorado.edu/files/HighStakesTesting.pdf | |
| IRONIES: | ||||||||
| Daniel M. Koretz | "Although this problem has been documented for more than a quarter of a century, it is still widely ignored, and the public is fed a steady diet of seriously misleading information about improvements in schools." | Dismissive | The Testing Charade: Pretending to Make Schools Better [Kindle location 723] | University of Chicago Press, 2017 | ||||
| Daniel M. Koretz | "It is worth considering why we are so unlikely to ever find out how common cheating has become. É the press remains gullibleÉ" | Dismissive | The Testing Charade: Pretending to Make Schools Better [Kindle location 1424] | University of Chicago Press, 2017 | ||||
| Daniel M. Koretz | "Éputting a stop to this disdain for evidence--this arrogant assumption that we know so much that we don't have to bother evaluating our ideas before imposing them on teachers and students--is one of the most important changes we have to make." | Dismissive | The Testing Charade: Pretending to Make Schools Better [Kindle location 2573] | University of Chicago Press, 2017 | ||||
| Daniel M. Koretz | "But the failure to evaluate the reforms also reflects a particular arrogance." | Dismissive | The Testing Charade: Pretending to Make Schools Better [Kindle location 3184] | University of Chicago Press, 2017 | ||||
| Daniel M. Koretz | "I've several times excoriated some of the reformers for assuming that whatever they dreamed up would work well without turning to actual evidence." | Dismissive | The Testing Charade: Pretending to Make Schools Better [Kindle location 3229] | University of Chicago Press, 2017 | ||||
| Daniel M. Koretz | Jennifer L. Jennings | "Unfortunately, it is often exceedingly difficult to obtain the permission and access needed to carry out testing-related research in the public education sector. This is particularly so if the research holds out the possibility of politically inconvenient findings, which virtually all evaluations in this area do. In our experience, very few state or district superintendents or commissioners consider it an obligation to provide thepublic or the field with open and impartial research. Data are considered proprietary—a position that the restrictions imposed by the federal Family Educational Rights and Privacy Act (FERPA) have made easier to maintain publicly. Access is usually provided only for research which is not seen as unduly threatening to the leadersÕ immediate political agendas. The fact that this last consideration is often openly discussed underscores the lack of a culture of public accountability." | The Misunderstanding and Use of Data from Educational Tests, pp.4-5 | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities/ | http://www.spencer.org/resources/content/3/3/8/documents/Koretz--Jennings-paper.pdf | ||
| Daniel M. Koretz | Jennifer L. Jennings | "This unwillingness to countenance honest but potentially threatening research garners very little discussion, but in this respect, education is an anomaly. In many areas of public policy, such as drug safety or vehicle safety, there is an expectation that the public is owed honest and impartial evaluation and research. For example, imagine what would have happed if the CEO of Merck had responded to reports of side-effects from Vioxx by saying that allowing access to data was Ònot our priority at present,Ó which is a not infrequent response to data requests made to districts or states. In public education, there is no expectation that the public has a right to honest evaluation, and data are seen as the policymakersÕ proprietary sandbox, to which they can grant access when it happens to serve their political needs." | The Misunderstanding and Use of Data from Educational Tests, p.5 | Prepared for Spencer Foundation meetings, Chicago, IL, February 11, 2010. Revised November 21, 2010 | http://www.spencer.org/data-use-and-educational-improvement-initiative-activities/ | http://www.spencer.org/resources/content/3/3/8/documents/Koretz--Jennings-paper.pdf | ||
| Daniel M. Koretz | One sometimes disquieting consequence of the incompleteness of tests is that different tests often provide somewhat inconsistent results. (p. 10) | Measuring up: What educational testing really tells us. | Harvard University Press, 2008 | Google Books | ||||
| Daniel M. Koretz | "Even a single test can provide varying results. Just as polls have a margin of error, so do achievement tests. Students who take more than one form of a test typically obtain different scores." (p. 11) | Measuring up: What educational testing really tells us. | Harvard University Press, 2008 | Google Books | ||||
| Daniel M. Koretz | "Even well-designed tests will often provide substantially different views of trends because of differences in content and other aspects of the tests' design. . . . [W]e have to be careful not to place too much confidence in detailed findings, such as the precise size of changes over time or of differences between groups." (p. 92) | Measuring up: What educational testing really tells us. | Harvard University Press, 2008 | Google Books | ||||
| Daniel M. Koretz | "[O]ne cannot give all the credit or blame to one factor . . . without investigating the impact of others. Many of the complex statistical models used in economics, sociology, epidemiology, and other sciences are efforts to take into account (or 'control' for') other factors that offer plausible alternative explanations of the observed data, and many apportion variation in the outcome-say, test scores-among various possible causes. ÉA hypothesis is only scientifically credible when the evidence gathered has ruled out plausible alternative explanations." (pp. 122-123) | Measuring up: What educational testing really tells us. | Harvard University Press, 2008 | Google Books | ||||
| Daniel M. Koretz | "[A] simple correlation need not indicate that one of the factors causes the other." (p. 123) | Measuring up: What educational testing really tells us. | Harvard University Press, 2008 | Google Books | ||||
| Daniel M. Koretz | "Any number of studies have shown the complexity of the non-educational factors that can affect achievement and test scores." (p. 129) | Measuring up: What educational testing really tells us. | Harvard University Press, 2008 | Google Books | ||||
| Cite selves or colleagues in the group, but dismiss or denigrate all other work | ||||||||
| Falsely claim that research has only recently been done on topic. | ||||||||
| * Jennifer L. Jennings is a protŽgŽ of Daniel Koretz. |