| HOME: Dismissive Reviews in Education Policy Research | |||||||||
| Author | Co-author(s) | Dismissive Quote | type | Title | Source | Link1 | Notes | ||
| 1 | Laura S. Hamilton | "Despite the widespread enthusiasm for assessment-based reforms, many of the current and proposed uses of large-scale assessments are based on unverified assumptions about the extent to which they will actually lead to improved teaching and learning, and insufficient attention has been paid to the characteristics of assessment programs that are likely to promote desired outcomes." | Denigrating | Testing What Has Been Taught, p.47 | American Educator, Winter 2010-2011 | https://www.aft.org/sites/default/files/periodicals/Hamilton.pdf | Relevant studies of the effects of varying types of incentive or the optimal structure of testing prorgrams include those of Kelley (1999); the *Southern Regional Education Board (1998); Trelfa (1998); Heneman (1998); Banta, Lund, Black & Oblander (1996); Brooks-Cooper, 1993; Eckstein & Noah (1993); Richards & Shen (1992); Jacobson (1992); Heyneman & Ransom (1992); *Levine & Lezotte (1990); Duran, 1989; *Crooks (1988); *Kulik & Kulik (1987); Corcoran & Wilson (1986); *Guskey & Gates (1986); Brook & Oxenham (1985); Oxenham (1984); Venezky & Winfield (1979); Brookover & Lezotte (1979); McMillan (1977); Abbott (1977); *Staats (1973); *Kazdin & Bootzin (1972); *O’Leary & Drabman (1971); Cronbach (1960); Hurlock (1925), and Zeng (2001). *Covers many studies; study is a research review, research synthesis, or meta-analysis. Other researchers who, even prior to 2000, studied test-based incentive programs include Homme, Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron, Pierce, McMillan, Corcoran, Roueche, Kirk, Wheeler, Boylan, and Wilson. | "Others
have considered the role of tests in incentive programs. These researchers have included Homme,
Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron,
Pierce, McMillan, Corcoran, and Wilson. International organizations, such as
the World Bank or the Asian Development Bank, have studied the effects of
testing on education programs they sponsor.
Researchers have included Somerset, Heynemann, Ransom, Psacharopoulis,
Velez, Brooke, Oxenham, Bude, Chapman, Snyder, and Pronaratna. Moreover, the mastery learning/mastery testing experiments conducted from the 1960s through today varied incentives, frequency of tests, types of tests, and many other factors to determine the optimal structure of testing programs. Researchers included such notables as Bloom, Carroll, Keller, Block, Burns, Wentling, Anderson, Hymel, Kulik, Tierney, Cross, Okey, Guskey, Gates, and Jones." |
|
| 2 | Laura S. Hamilton | "Can assessments meaningfully be aligned to standards, … What would the key features of an assessment system designed to increase student learning and improve instruction be? While current assessment knowledge is not sufficient to fully answer these questions, in this article I offer an overview of what is known and several suggestions for improving our approach to assessment." | Denigrating | Testing What Has Been Taught, p.47 | American Educator, Winter 2010-2011 | https://www.aft.org/sites/default/files/periodicals/Hamilton.pdf | Relevant studies of the effects of varying types of incentive or the optimal structure of testing prorgrams include those of Kelley (1999); the *Southern Regional Education Board (1998); Trelfa (1998); Heneman (1998); Banta, Lund, Black & Oblander (1996); Brooks-Cooper, 1993; Eckstein & Noah (1993); Richards & Shen (1992); Jacobson (1992); Heyneman & Ransom (1992); *Levine & Lezotte (1990); Duran, 1989; *Crooks (1988); *Kulik & Kulik (1987); Corcoran & Wilson (1986); *Guskey & Gates (1986); Brook & Oxenham (1985); Oxenham (1984); Venezky & Winfield (1979); Brookover & Lezotte (1979); McMillan (1977); Abbott (1977); *Staats (1973); *Kazdin & Bootzin (1972); *O’Leary & Drabman (1971); Cronbach (1960); Hurlock (1925), and Zeng (2001). *Covers many studies; study is a research review, research synthesis, or meta-analysis. Other researchers who, even prior to 2000, studied test-based incentive programs include Homme, Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron, Pierce, McMillan, Corcoran, Roueche, Kirk, Wheeler, Boylan, and Wilson. | "Others
have considered the role of tests in incentive programs. These researchers have included Homme,
Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron,
Pierce, McMillan, Corcoran, and Wilson. International organizations, such as
the World Bank or the Asian Development Bank, have studied the effects of
testing on education programs they sponsor.
Researchers have included Somerset, Heynemann, Ransom, Psacharopoulis,
Velez, Brooke, Oxenham, Bude, Chapman, Snyder, and Pronaratna. Moreover, the mastery learning/mastery testing experiments conducted from the 1960s through today varied incentives, frequency of tests, types of tests, and many other factors to determine the optimal structure of testing programs. Researchers included such notables as Bloom, Carroll, Keller, Block, Burns, Wentling, Anderson, Hymel, Kulik, Tierney, Cross, Okey, Guskey, Gates, and Jones." |
|
| 3 | Laura S. Hamilton | "There is no research evidence to tell us definitively how to build an assessment system that will promote student learning and be resistent to the negative consequences that are common in high-stakes testing programs." | Dismissive | Testing What Has Been Taught, p.49 | American Educator, Winter 2010-2011 | https://www.aft.org/sites/default/files/periodicals/Hamilton.pdf | Relevant studies of the effects of varying types of incentive or the optimal structure of testing prorgrams include those of Kelley (1999); the *Southern Regional Education Board (1998); Trelfa (1998); Heneman (1998); Banta, Lund, Black & Oblander (1996); Brooks-Cooper, 1993; Eckstein & Noah (1993); Richards & Shen (1992); Jacobson (1992); Heyneman & Ransom (1992); *Levine & Lezotte (1990); Duran, 1989; *Crooks (1988); *Kulik & Kulik (1987); Corcoran & Wilson (1986); *Guskey & Gates (1986); Brook & Oxenham (1985); Oxenham (1984); Venezky & Winfield (1979); Brookover & Lezotte (1979); McMillan (1977); Abbott (1977); *Staats (1973); *Kazdin & Bootzin (1972); *O’Leary & Drabman (1971); Cronbach (1960); Hurlock (1925), and Zeng (2001). *Covers many studies; study is a research review, research synthesis, or meta-analysis. Other researchers who, even prior to 2000, studied test-based incentive programs include Homme, Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron, Pierce, McMillan, Corcoran, Roueche, Kirk, Wheeler, Boylan, and Wilson. | "Others
have considered the role of tests in incentive programs. These researchers have included Homme,
Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron,
Pierce, McMillan, Corcoran, and Wilson. International organizations, such as
the World Bank or the Asian Development Bank, have studied the effects of
testing on education programs they sponsor.
Researchers have included Somerset, Heynemann, Ransom, Psacharopoulis,
Velez, Brooke, Oxenham, Bude, Chapman, Snyder, and Pronaratna. Moreover, the mastery learning/mastery testing experiments conducted from the 1960s through today varied incentives, frequency of tests, types of tests, and many other factors to determine the optimal structure of testing programs. Researchers included such notables as Bloom, Carroll, Keller, Block, Burns, Wentling, Anderson, Hymel, Kulik, Tierney, Cross, Okey, Guskey, Gates, and Jones." |
|
| 4 | Laura S. Hamilton | “Research on the effects of various assessment-design features is limited, so any effort that relies heavily on assessment as a tool for school improvement should be carried out with caution." | Denigrating | Testing What Has Been Taught, p.50 | American Educator, Winter 2010-2011 | https://www.aft.org/sites/default/files/periodicals/Hamilton.pdf | Relevant studies of the effects of varying types of incentive or the optimal structure of testing prorgrams include those of Kelley (1999); the *Southern Regional Education Board (1998); Trelfa (1998); Heneman (1998); Banta, Lund, Black & Oblander (1996); Brooks-Cooper, 1993; Eckstein & Noah (1993); Richards & Shen (1992); Jacobson (1992); Heyneman & Ransom (1992); *Levine & Lezotte (1990); Duran, 1989; *Crooks (1988); *Kulik & Kulik (1987); Corcoran & Wilson (1986); *Guskey & Gates (1986); Brook & Oxenham (1985); Oxenham (1984); Venezky & Winfield (1979); Brookover & Lezotte (1979); McMillan (1977); Abbott (1977); *Staats (1973); *Kazdin & Bootzin (1972); *O’Leary & Drabman (1971); Cronbach (1960); Hurlock (1925), and Zeng (2001). *Covers many studies; study is a research review, research synthesis, or meta-analysis. Other researchers who, even prior to 2000, studied test-based incentive programs include Homme, Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron, Pierce, McMillan, Corcoran, Roueche, Kirk, Wheeler, Boylan, and Wilson. | "Others
have considered the role of tests in incentive programs. These researchers have included Homme,
Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron,
Pierce, McMillan, Corcoran, and Wilson. International organizations, such as
the World Bank or the Asian Development Bank, have studied the effects of
testing on education programs they sponsor.
Researchers have included Somerset, Heynemann, Ransom, Psacharopoulis,
Velez, Brooke, Oxenham, Bude, Chapman, Snyder, and Pronaratna. Moreover, the mastery learning/mastery testing experiments conducted from the 1960s through today varied incentives, frequency of tests, types of tests, and many other factors to determine the optimal structure of testing programs. Researchers included such notables as Bloom, Carroll, Keller, Block, Burns, Wentling, Anderson, Hymel, Kulik, Tierney, Cross, Okey, Guskey, Gates, and Jones." |
|
| 5 | Laura S. Hamilton | Brian M. Stecher, Kun Yuan | “A few studies have attempted to examine how the creation and publication of standards, per se, have affected practices.” p. 3 | Dismissive | Standards-Based Reform in the United States: History, Research, and Future Directions | Center on Education Policy, December, 2008 | http://www.rand.org/content/dam/rand/pubs/reprints/2009/RAND_RP1384.pdf | Relevant pre-2000 studies of the effects of standards, alignment, goal setting, setting reachable goals, etc. include those of Mitchell (1999); Morgan & Ramist (1998); the *Southern Regional Education Board (1998); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); the Florida Office of Program Policy Analysis (1997); Pomplun (1997); Schmoker (1996); Aguilera & Hendricks (1996); Banta, Lund, Black & Oblander (1996); Bottoms & Mikos (1995); *Bamburg & Medina (1993); Bishop (1993); the U. S. General Accounting Office (1993); Eckstein & Noah (1993); Mattsson (1993); Brown (1992); Heyneman & Ransom (1992); Whetton (1992); Anderson, Muir, Bateson, Blackmore & Rogers (1990); Csikszentmihalyi (1990); *Levine & Lezotte (1990); LaRoque & Coleman (1989); Hillocks (1987); Willingham & Morris (1986); Resnick & Resnick (1985); Ogle & Fritts (1984); *Natriello & Dornbusch (1984); Brooke & Oxenham (1984); Rentz (1979); Wellisch, MacQueen, Carriere & Dick (1978); *Rosswork (1977); Estes, Colvin & Goodwin (1976); Wood (1953); and Panlasigui & Knight (1930). | |
| 6 | Laura S. Hamilton | Brian M. Stecher, Kun Yuan | “The research evidence does not provide definitive answers to these questions.” p. 6 | Denigrating | Standards-Based Reform in the United States: History, Research, and Future Directions | Center on Education Policy, December, 2008 | http://www.rand.org/content/dam/rand/pubs/reprints/2009/RAND_RP1384.pdf | Relevant pre-2000 studies of the effects of standards, alignment, goal setting, setting reachable goals, etc. include those of Mitchell (1999); Morgan & Ramist (1998); the *Southern Regional Education Board (1998); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); the Florida Office of Program Policy Analysis (1997); Pomplun (1997); Schmoker (1996); Aguilera & Hendricks (1996); Banta, Lund, Black & Oblander (1996); Bottoms & Mikos (1995); *Bamburg & Medina (1993); Bishop (1993); the U. S. General Accounting Office (1993); Eckstein & Noah (1993); Mattsson (1993); Brown (1992); Heyneman & Ransom (1992); Whetton (1992); Anderson, Muir, Bateson, Blackmore & Rogers (1990); Csikszentmihalyi (1990); *Levine & Lezotte (1990); LaRoque & Coleman (1989); Hillocks (1987); Willingham & Morris (1986); Resnick & Resnick (1985); Ogle & Fritts (1984); *Natriello & Dornbusch (1984); Brooke & Oxenham (1984); Rentz (1979); Wellisch, MacQueen, Carriere & Dick (1978); *Rosswork (1977); Estes, Colvin & Goodwin (1976); Wood (1953); and Panlasigui & Knight (1930). | |
| 7 | Laura S. Hamilton | Brian M. Stecher, Kun Yuan | “He [Poynter 1994] also noted that ‘virtually all of the arguments, both for and against standards, are based on beliefs and hypotheses rather than on direct empirical evidence’ (p. 427). Although a large and growing body of research has been conducted to examine the effects of SBR, the caution Poynter expressed in 1994 about the lack of empirical evidence remains relevant today.” pp. 34-35 | Dismissive | Standards-Based Reform in the United States: History, Research, and Future Directions | Center on Education Policy, December, 2008 | http://www.rand.org/content/dam/rand/pubs/reprints/2009/RAND_RP1384.pdf | Relevant pre-2000 studies of the effects of standards, alignment, goal setting, setting reachable goals, etc. include those of Mitchell (1999); Morgan & Ramist (1998); the *Southern Regional Education Board (1998); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); the Florida Office of Program Policy Analysis (1997); Pomplun (1997); Schmoker (1996); Aguilera & Hendricks (1996); Banta, Lund, Black & Oblander (1996); Bottoms & Mikos (1995); *Bamburg & Medina (1993); Bishop (1993); the U. S. General Accounting Office (1993); Eckstein & Noah (1993); Mattsson (1993); Brown (1992); Heyneman & Ransom (1992); Whetton (1992); Anderson, Muir, Bateson, Blackmore & Rogers (1990); Csikszentmihalyi (1990); *Levine & Lezotte (1990); LaRoque & Coleman (1989); Hillocks (1987); Willingham & Morris (1986); Resnick & Resnick (1985); Ogle & Fritts (1984); *Natriello & Dornbusch (1984); Brooke & Oxenham (1984); Rentz (1979); Wellisch, MacQueen, Carriere & Dick (1978); *Rosswork (1977); Estes, Colvin & Goodwin (1976); Wood (1953); and Panlasigui & Knight (1930). | |
| 8 | Laura S. Hamilton | Brian M. Stecher, Kun Yuan | “Arguably the most important test of quality is whether the standards promote high-quality instruction and improved student learning, but as we discuss later, there is very little research to address that question.” p. 37 | Dismissive | Standards-Based Reform in the United States: History, Research, and Future Directions | Center on Education Policy, December, 2008 | http://www.rand.org/content/dam/rand/pubs/reprints/2009/RAND_RP1384.pdf | Relevant pre-2000 studies of the effects of standards, alignment, goal setting, setting reachable goals, etc. include those of Mitchell (1999); Morgan & Ramist (1998); the *Southern Regional Education Board (1998); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); the Florida Office of Program Policy Analysis (1997); Pomplun (1997); Schmoker (1996); Aguilera & Hendricks (1996); Banta, Lund, Black & Oblander (1996); Bottoms & Mikos (1995); *Bamburg & Medina (1993); Bishop (1993); the U. S. General Accounting Office (1993); Eckstein & Noah (1993); Mattsson (1993); Brown (1992); Heyneman & Ransom (1992); Whetton (1992); Anderson, Muir, Bateson, Blackmore & Rogers (1990); Csikszentmihalyi (1990); *Levine & Lezotte (1990); LaRoque & Coleman (1989); Hillocks (1987); Willingham & Morris (1986); Resnick & Resnick (1985); Ogle & Fritts (1984); *Natriello & Dornbusch (1984); Brooke & Oxenham (1984); Rentz (1979); Wellisch, MacQueen, Carriere & Dick (1978); *Rosswork (1977); Estes, Colvin & Goodwin (1976); Wood (1953); and Panlasigui & Knight (1930). | |
| 9 | Laura S. Hamilton | Brian M. Stecher, Kun Yuan | “[T]here have been a few studies of SBR as a comprehensive system. . . . [T]here is some research on how the adoption of standards, per se, or the alignment of standards with curriculum influences school practices or student outcomes.” p. 38 | Dismissive | Standards-Based Reform in the United States: History, Research, and Future Directions | Center on Education Policy, December, 2008 | http://www.rand.org/content/dam/rand/pubs/reprints/2009/RAND_RP1384.pdf | Relevant studies of the effects of varying types of incentive or the optimal structure of testing prorgrams include those of Kelley (1999); the *Southern Regional Education Board (1998); Trelfa (1998); Heneman (1998); Banta, Lund, Black & Oblander (1996); Brooks-Cooper, 1993; Eckstein & Noah (1993); Richards & Shen (1992); Jacobson (1992); Heyneman & Ransom (1992); *Levine & Lezotte (1990); Duran, 1989; *Crooks (1988); *Kulik & Kulik (1987); Corcoran & Wilson (1986); *Guskey & Gates (1986); Brook & Oxenham (1985); Oxenham (1984); Venezky & Winfield (1979); Brookover & Lezotte (1979); McMillan (1977); Abbott (1977); *Staats (1973); *Kazdin & Bootzin (1972); *O’Leary & Drabman (1971); Cronbach (1960); Hurlock (1925), and Zeng (2001). *Covers many studies; study is a research review, research synthesis, or meta-analysis. Other researchers who, even prior to 2000, studied test-based incentive programs include Homme, Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron, Pierce, McMillan, Corcoran, Roueche, Kirk, Wheeler, Boylan, and Wilson. | "Others
have considered the role of tests in incentive programs. These researchers have included Homme,
Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron,
Pierce, McMillan, Corcoran, and Wilson. International organizations, such as
the World Bank or the Asian Development Bank, have studied the effects of
testing on education programs they sponsor.
Researchers have included Somerset, Heynemann, Ransom, Psacharopoulis,
Velez, Brooke, Oxenham, Bude, Chapman, Snyder, and Pronaratna. Moreover, the mastery learning/mastery testing experiments conducted from the 1960s through today varied incentives, frequency of tests, types of tests, and many other factors to determine the optimal structure of testing programs. Researchers included such notables as Bloom, Carroll, Keller, Block, Burns, Wentling, Anderson, Hymel, Kulik, Tierney, Cross, Okey, Guskey, Gates, and Jones." |
| 10 | Laura S. Hamilton | Brian M. Stecher, Kun Yuan | “The lack of evidence about the effects of SBR derives primarily from the fact that the vision has never been fully realized in practice.” p. 47 | Dismissive | Standards-Based Reform in the United States: History, Research, and Future Directions | Center on Education Policy, December, 2008 | http://www.rand.org/content/dam/rand/pubs/reprints/2009/RAND_RP1384.pdf | Relevant studies of the effects of varying types of incentive or the optimal structure of testing prorgrams include those of Kelley (1999); the *Southern Regional Education Board (1998); Trelfa (1998); Heneman (1998); Banta, Lund, Black & Oblander (1996); Brooks-Cooper, 1993; Eckstein & Noah (1993); Richards & Shen (1992); Jacobson (1992); Heyneman & Ransom (1992); *Levine & Lezotte (1990); Duran, 1989; *Crooks (1988); *Kulik & Kulik (1987); Corcoran & Wilson (1986); *Guskey & Gates (1986); Brook & Oxenham (1985); Oxenham (1984); Venezky & Winfield (1979); Brookover & Lezotte (1979); McMillan (1977); Abbott (1977); *Staats (1973); *Kazdin & Bootzin (1972); *O’Leary & Drabman (1971); Cronbach (1960); Hurlock (1925), and Zeng (2001). *Covers many studies; study is a research review, research synthesis, or meta-analysis. Other researchers who, even prior to 2000, studied test-based incentive programs include Homme, Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron, Pierce, McMillan, Corcoran, Roueche, Kirk, Wheeler, Boylan, and Wilson. | "Others
have considered the role of tests in incentive programs. These researchers have included Homme,
Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron,
Pierce, McMillan, Corcoran, and Wilson. International organizations, such as
the World Bank or the Asian Development Bank, have studied the effects of
testing on education programs they sponsor.
Researchers have included Somerset, Heynemann, Ransom, Psacharopoulis,
Velez, Brooke, Oxenham, Bude, Chapman, Snyder, and Pronaratna. Moreover, the mastery learning/mastery testing experiments conducted from the 1960s through today varied incentives, frequency of tests, types of tests, and many other factors to determine the optimal structure of testing programs. Researchers included such notables as Bloom, Carroll, Keller, Block, Burns, Wentling, Anderson, Hymel, Kulik, Tierney, Cross, Okey, Guskey, Gates, and Jones." |
| 11 | Laura S. Hamilton | Brian M. Stecher, Kun Yuan | “[A]lthough many conceptions of SBR emphasize autonomy, we currently know relatively little about the effects of granting autonomy or what the right balance is between autonomy and prescriptiveness.” p. 55 | Dismissive | Standards-Based Reform in the United States: History, Research, and Future Directions | Center on Education Policy, December, 2008 | http://www.rand.org/content/dam/rand/pubs/reprints/2009/RAND_RP1384.pdf | Relevant pre-2000 studies of the effects of standards, alignment, goal setting, setting reachable goals, etc. include those of Mitchell (1999); Morgan & Ramist (1998); the *Southern Regional Education Board (1998); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); the Florida Office of Program Policy Analysis (1997); Pomplun (1997); Schmoker (1996); Aguilera & Hendricks (1996); Banta, Lund, Black & Oblander (1996); Bottoms & Mikos (1995); *Bamburg & Medina (1993); Bishop (1993); the U. S. General Accounting Office (1993); Eckstein & Noah (1993); Mattsson (1993); Brown (1992); Heyneman & Ransom (1992); Whetton (1992); Anderson, Muir, Bateson, Blackmore & Rogers (1990); Csikszentmihalyi (1990); *Levine & Lezotte (1990); LaRoque & Coleman (1989); Hillocks (1987); Willingham & Morris (1986); Resnick & Resnick (1985); Ogle & Fritts (1984); *Natriello & Dornbusch (1984); Brooke & Oxenham (1984); Rentz (1979); Wellisch, MacQueen, Carriere & Dick (1978); *Rosswork (1977); Estes, Colvin & Goodwin (1976); Wood (1953); and Panlasigui & Knight (1930). | |
| 12 | Laura S. Hamilton | Brian M. Stecher, Kun Yuan | “One of the primary responsibilities of the federal government should be to ensure ongoing collection of evidence demonstrating the effects of the policies, which could be used to make decisions about whether to continue on the current course or whether small adjustments or a major overhaul are needed.” p. 55 | Dismissive | Standards-Based Reform in the United States: History, Research, and Future Directions | Center on Education Policy, December, 2008 | http://www.rand.org/content/dam/rand/pubs/reprints/2009/RAND_RP1384.pdf | Relevant pre-2000 studies of the effects of standards, alignment, goal setting, setting reachable goals, etc. include those of Mitchell (1999); Morgan & Ramist (1998); the *Southern Regional Education Board (1998); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); the Florida Office of Program Policy Analysis (1997); Pomplun (1997); Schmoker (1996); Aguilera & Hendricks (1996); Banta, Lund, Black & Oblander (1996); Bottoms & Mikos (1995); *Bamburg & Medina (1993); Bishop (1993); the U. S. General Accounting Office (1993); Eckstein & Noah (1993); Mattsson (1993); Brown (1992); Heyneman & Ransom (1992); Whetton (1992); Anderson, Muir, Bateson, Blackmore & Rogers (1990); Csikszentmihalyi (1990); *Levine & Lezotte (1990); LaRoque & Coleman (1989); Hillocks (1987); Willingham & Morris (1986); Resnick & Resnick (1985); Ogle & Fritts (1984); *Natriello & Dornbusch (1984); Brooke & Oxenham (1984); Rentz (1979); Wellisch, MacQueen, Carriere & Dick (1978); *Rosswork (1977); Estes, Colvin & Goodwin (1976); Wood (1953); and Panlasigui & Knight (1930). | |
| 13 | Laura S. Hamilton | Brian M. Stecher, Julie A. Marsh, Jennifer Sloan McCombs, Abby Robyn, Jennifer Lin Russell, Scott Naftel, Heather Barney | "However, the paths through which SBA [standards-based accountability] changes district, school, and classroom practices and how these changes in practice influence student outcomes are largely unexplored. There is strong evidence that SBA leads to changes in teachers’ instructional practices (Hamilton, 2004; Stecher, 2002)." p.5 | Dismissive | Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States | Rand Corporation, 2007 | https://www.rand.org/pubs/monographs/MG589.html | Relevant pre-2000 studies of the effects of standards, alignment, goal setting, setting reachable goals, etc. include those of Mitchell (1999); Morgan & Ramist (1998); the *Southern Regional Education Board (1998); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); the Florida Office of Program Policy Analysis (1997); Pomplun (1997); Schmoker (1996); Aguilera & Hendricks (1996); Banta, Lund, Black & Oblander (1996); Bottoms & Mikos (1995); *Bamburg & Medina (1993); Bishop (1993); the U. S. General Accounting Office (1993); Eckstein & Noah (1993); Mattsson (1993); Brown (1992); Heyneman & Ransom (1992); Whetton (1992); Anderson, Muir, Bateson, Blackmore & Rogers (1990); Csikszentmihalyi (1990); *Levine & Lezotte (1990); LaRoque & Coleman (1989); Hillocks (1987); Willingham & Morris (1986); Resnick & Resnick (1985); Ogle & Fritts (1984); *Natriello & Dornbusch (1984); Brooke & Oxenham (1984); Rentz (1979); Wellisch, MacQueen, Carriere & Dick (1978); *Rosswork (1977); Estes, Colvin & Goodwin (1976); Wood (1953); and Panlasigui & Knight (1930). | "This research was sponsored by the National Science Foundation under grant number REC-0228295." |
| 14 | Laura S. Hamilton | Brian M. Stecher, Julie A. Marsh, Jennifer Sloan McCombs, Abby Robyn, Jennifer Lin Russell, Scott Naftel, Heather Barney | "Much less is known about the impact of SBA at the district and school levels and the relationships among actions at the various levels and student outcomes. This study was designed to shed light on this complex set of relationships…" p.5 | Dismissive | Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States | Rand Corporation, 2007 | https://www.rand.org/pubs/monographs/MG589.html | Relevant pre-2000 studies of the effects of standards, alignment, goal setting, setting reachable goals, etc. include those of Mitchell (1999); Morgan & Ramist (1998); the *Southern Regional Education Board (1998); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); the Florida Office of Program Policy Analysis (1997); Pomplun (1997); Schmoker (1996); Aguilera & Hendricks (1996); Banta, Lund, Black & Oblander (1996); Bottoms & Mikos (1995); *Bamburg & Medina (1993); Bishop (1993); the U. S. General Accounting Office (1993); Eckstein & Noah (1993); Mattsson (1993); Brown (1992); Heyneman & Ransom (1992); Whetton (1992); Anderson, Muir, Bateson, Blackmore & Rogers (1990); Csikszentmihalyi (1990); *Levine & Lezotte (1990); LaRoque & Coleman (1989); Hillocks (1987); Willingham & Morris (1986); Resnick & Resnick (1985); Ogle & Fritts (1984); *Natriello & Dornbusch (1984); Brooke & Oxenham (1984); Rentz (1979); Wellisch, MacQueen, Carriere & Dick (1978); *Rosswork (1977); Estes, Colvin & Goodwin (1976); Wood (1953); and Panlasigui & Knight (1930). | "This research was sponsored by the National Science Foundation under grant number REC-0228295." |
| 15 | Daniel M. Koretz & Laura S. Hamilton | Robert L. Brennan, Ed. | "Most of the studies of [testing's] effects on practice report average responses that mask some of these important variations and interactions." p.552 | Denigrating | Testing for Accountability in K-12 | Chapter 15 in Educational Measurement, published by NCME and ACE, 2006 | Relevant studies of the effects of varying types of incentive or the optimal structure of incentives include those of Kelley (1999); the *Southern Regional Education Board (1998); Trelfa (1998); Heneman (1998); Banta, Lund, Black & Oblander (1996); Brooks-Cooper, 1993; Eckstein & Noah (1993); Richards & Shen (1992); Jacobson (1992); Heyneman & Ransom (1992); *Levine & Lezotte (1990); Duran, 1989; *Crooks (1988); *Kulik & Kulik (1987); Corcoran & Wilson (1986); *Guskey & Gates (1986); Brook & Oxenham (1985); Oxenham (1984); Venezky & Winfield (1979); Brookover & Lezotte (1979); McMillan (1977); Abbott (1977); *Staats (1973); *Kazdin & Bootzin (1972); *O’Leary & Drabman (1971); Cronbach (1960); Hurlock (1925), and Zeng (2001). *Covers many studies; study is a research review, research synthesis, or meta-analysis. Other researchers who, even prior to 2000, studied test-based incentive programs include Homme, Csanyi, Gonzales, Rechs, O’Leary, Drabman, Kaszdin, Bootzin, Staats, Cameron, Pierce, McMillan, Corcoran, Roueche, Kirk, Wheeler, Boylan, and Wilson. | ||
| 16 | Daniel M. Koretz & Laura S. Hamilton | Robert L. Brennan, Ed. | "There is no comprehensive source of information on how much time schools devote to coaching activities such as practicing on released test forms, but some studies suggest these activities are widespread." p.552 | Dismissive | Testing for Accountability in K-12 | Chapter 15 in Educational Measurement, published by NCME and ACE, 2006 | A comprehensive study that included a nationally representative population of all systemwide tests contains exactl that information. See Phelps, R.P. (2000, Winter). Estimating the cost of systemwide student testing in the United States. Journal of Education Finance, 25(3) 343–380; U.S. GAO. (1993, January). Student testing: Current extent and expenditures, with cost estimates for a national examination. GAO/PEMD-93-8. Washington, DC: US General Accounting Office. Also the test prep, or test coaching, literature is vast and dates back decades, with meta-analyses of the literature dating back at least to the 1970s. There's even a What Works Clearinghouse summary of the (post World Wide Web) college admission test prep research literature: https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_act_sat_100416.pdf . | ||
| 17 | Daniel M. Koretz & Laura S. Hamilton | Robert L. Brennan, Ed. | "As with coaching, there are no comprehensive studies of the frequency of cheating across schools in the United States." p.553 | Dismissive | Testing for Accountability in K-12 | Chapter 15 in Educational Measurement, published by NCME and ACE, 2006 | Actually, there have been, in surveys, in which respondents freely admit that they cheat and how. Moreover, news reports of cheating, by students or educators, have been voluminous. See, for example, Caveon Test Security's "Cheating in the News" section on its web site. | ||
| 18 | Daniel M. Koretz & Laura S. Hamilton | Robert L. Brennan, Ed. | "However, in the absence of audit testing, this hypothesis [of score inflation] cannot be tested." p.553 | Denigrating | Testing for Accountability in K-12 | Chapter 15 in Educational Measurement, published by NCME and ACE, 2006 | Yes, it can, and often has been, tested in experiments. Koretz's preferred method for "auditing" a high-stakes test is to compare its score trends to those of a parallel no-stakes test, which, presumably, will have totally reliable score trends. Yet, a cornucopia of experimental research has shown "no stakes" tests to be relatively unreliable, less reliable than high stakes tests, and to dampen student effort (see, e.g., Acherman & Kanfer, 2009; S. M. Brown & Walberg, 1993; Cole, Bergin, & Whittaker, 2008; Eklof, 2007; Finn, 2015; Hawthorne, Bol, Pribesh, & Suh, 2015; Wise & DeMars, 2005, 2015). | ||
| 19 | Laura S. Hamilton | "Despite their popularity, in most cases these [education] reforms are not guided by a careful investigation of the probable consequences of using tests as accountability tools.", p.25 | Denigrating | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | Hamilton's preferred method for "auditing" a high-stakes test is to compare its score trends to those of a parallel no-stakes test, which, presumably, will have totally reliable score trends. Yet, a cornucopia of experimental research has shown "no stakes" tests to be relatively unreliable, less reliable than high stakes tests, and to dampen student effort (see, e.g., Acherman & Kanfer, 2009; S. M. Brown & Walberg, 1993; Cole, Bergin, & Whittaker, 2008; Eklof, 2007; Finn, 2015; Hawthorne, Bol, Pribesh, & Suh, 2015; Wise & DeMars, 2005, 2015). | ||
| 20 | Laura S. Hamilton | "Although numerous studies have examined the effects of high-stakes testing, the majority of these investigations have failed to reach the standards of quality that would be required to make strong inferences based upon them.", p.32 | Denigrating | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | Nonsense, it is straightforward, and has been done for over a century. For example, 70%, or 357, of the effect sizes in a recent meta-regression derived from randomized experiments conducted over the past century. Another 12% derived from multiple regression studies. https://journals.sagepub.com/doi/abs/10.1177/0193841X19865628#abstract | ||
| 21 | Laura S. Hamilton | "In addition, it is nearly impossible for researchers to set up the kind of experimental design that is most appropriate for examining cause-and-effect relationships." p.32 | Dismissive | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | Nonsense, it is straightforward, and has been done for over a century. For example, 70%, or 357, of the effect sizes in a recent meta-regression derived from randomized experiments conducted over the past century. Another 12% derived from multiple regression studies. https://journals.sagepub.com/doi/abs/10.1177/0193841X19865628#abstract | ||
| 22 | Laura S. Hamilton | "...even studies that are intended to be merely descriptive often suffer from poor measurement of the construct of interest, as well as biased samples that may result from nonrepresentative sampling or nonrandom refusal to participate in the research." p. 32 | Denigrating | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | Nonsense, it is straightforward, and has been done for over a century. For example, 70%, or 357, of the effect sizes in a recent meta-regression derived from randomized experiments conducted over the past century. Another 12% derived from multiple regression studies. https://journals.sagepub.com/doi/abs/10.1177/0193841X19865628#abstract | ||
| 23 | Laura S. Hamilton | "...when test scores are associated with consequences that are important or meaningful to teachers, it is likely that instruction will be affected. The empirical evidence, though not extensive, supports this distinction." p.33 | Dismissive | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | Relevant studies of the effects of tests and/or accountability program on motivation and instructional practice include those of the *Southern Regional Education Board (1998); Johnson (1998); Schafer, Hultgren, Hawley, Abrams Seubert & Mazzoni (1997); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); Tuckman & Trimble (1997); Clarke & Stephens (1996); Zigarelli (1996); Stevenson, Lee, et al. (1995); Waters, Burger & Burger (1995); Egeland (1995); Prais (1995); Tuckman (1994); Ritchie & Thorkildsen (1994); Brown & Walberg, (1993); Wall & Alderson (1993); Wolf & Rapiau (1993); Eckstein & Noah (1993); Chao-Qun & Hui (1993); Plazak & Mazur (1992); Steedman (1992); Singh, Marimutha & Mukjerjee (1990); *Levine & Lezotte (1990); O’Sullivan (1989); Somerset (1988); Pennycuick & Murphy (1988); Stevens (1984); Marsh (1984); Brunton (1982); Solberg (1977); Foss (1977); *Kirkland (1971); Somerset (1968); Stuit (1947); and Keys (1934). *Covers many studies; study is a research review, research synthesis, or meta-analysis. | ||
| 24 | Laura S. Hamilton | "...there are no compehensive studies of the frequency of cheating." p.35 | Dismissive | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | Actually, there have been, in surveys, in which respondents freely admit that they cheat and how. Moreover, news reports of cheating, by students or educators, have been voluminous. See, for example, Caveon Test Security's "Cheating in the News" section on its web site. | ||
| 25 | Laura S. Hamilton | "Although these studies are suggestive, they rely on teacher perceptions, and there is little direct evidence of how testing actually affects student morale." p.39 | Dismissive | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | At least twelve pre-2004 student surveys were included here: https://www.nonpartisaneducation.org/Review/Resources/SurveyList.htm. See also: https://richardphelps.net/DemandForStandardizedTesting.pdf | ||
| 26 | Laura S. Hamilton | "The overall lack of evidence regarding student morale, stress, and motivation is due in part to the difficulty that researchers have in gaining access to students and measuring their levels of these constructs (Stecher, 2002)." p.39 | Dismissive | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | At
least twelve pre-2004 student surveys were included here:
https://www.nonpartisaneducation.org/Review/Resources/SurveyList.htm. See
also: https://richardphelps.net/DemandForStandardizedTesting.pdf In 150 of 241 qualitative studies the focus of the interviews, case study, or observations was the effect of testing stakes on students. See: https://www.tandfonline.com/doi/abs/10.1080/15305058.2011.602920 |
||
| 27 | Laura S. Hamilton | "...though one study that examined high school exit exams and that controlled for individual student characteristics (unlike most of the research on this topic) found no such relationship." p.40 | Denigrating | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | The article to which she refers ignored most previous studies, mischaracterized the ones it acknowledged, and mis-classified the testing programs in several states. | ||
| 28 | Laura S. Hamilton | "There is much we do not know about score inflation." p.46 | Dismissive | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | In fact, we know quite a lot about the source of higher levels of score inflation -- it is lax test security. The many experimental studies of test coaching are consistent, it has some modest effect, and not the volatile or very large effects that Koretz claims. | ||
| 29 | Laura S. Hamilton | "there is simply too much that we currently do not know about how to design testing policies that promote desirable outcomes and prevent undesirable ones." p.57 | Dismissive | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | In fact, the evidence "that testing can improve education" is voluminous. See, for example, Phelps, R. P. (2005). The rich, robust research literature on testing’s achievement benefits. In R. P. Phelps (Ed.), Defending standardized testing (pp. 55–90). Mahwah, NJ: Psychology Press. Or, see https://journals.sagepub.com/doi/abs/10.1177/0193841X19865628#abstract | ||
| 30 | Laura S. Hamilton | "...the search for answers to questions about how to minimize score inflation and promote effective instruction is likely to continue for many years." p.57 | Dismissive | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | In fact, we know quite a lot about the source of higher levels of score inflation -- it is lax test security. The many experimental studies of test coaching are consistent, it has some modest effect, and not the volatile or very large effects that Koretz claims. | ||
| 31 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | “The 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.” 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 | Tennessee's TVAAS value-added measurement system had been running a decade when they wrote this and did much of what these authors claim had never been done. | |
| 32 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | “Using 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.” 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 | Tennessee's TVAAS value-added measurement system had been running a decade when they wrote this and did much of what these authors claim had never been done. | |
| 33 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | “Empirical 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.” 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 | Tennessee's TVAAS value-added measurement system had been running a decade when they wrote this and did much of what these authors claim had never been done. | |
| 34 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | “This 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).” 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 | Tennessee's TVAAS value-added measurement system had been running a decade when they wrote this and did much of what these authors claim had never been done. | |
| 35 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | “To date, there has been little empirical exploration of the size of school effects and the sensitivity of teacher effects to modeling of school effects.” 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 | Tennessee's TVAAS value-added measurement system had been running a decade when they wrote this and did much of what these authors claim had never been done. | |
| 36 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | “There are no empirical explorations of the robustness of estimates to assumptions about prior-year schooling effects.“ 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 | Tennessee's TVAAS value-added measurement system had been running a decade when they wrote this and did much of what these authors claim had never been done. | |
| 37 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | “There is currently no empirical evidence about the sensitivity of gain scores or teacher effects to such alternatives.” 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 | Tennessee's TVAAS value-added measurement system had been running a decade when they wrote this and did much of what these authors claim had never been done. | |
| 38 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | “Empirical 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.” 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 | Tennessee's TVAAS value-added measurement system had been running a decade when they wrote this and did much of what these authors claim had never been done. | |
| 39 | Laura S. Hamilton | Daniel F. McCaffrey, J.R. Lockwood, Daniel M. Koretz | “Although 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.” 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 | Tennessee's TVAAS value-added measurement system had been running a decade when they wrote this and did much of what these authors claim had never been done. | |
| 40 | Brian M. Stecher | Laura S. Hamilton | "The business model of setting clear targets, attaching incentives to the attainment of those targets, and rewarding those responsible for reaching the targets has proven successful in a wide range of business enterprises. But there is no evidence that these accountability principles will work well in an educational context, and there are many reasons to doubt that the principles can be applied without significant adaptation." | Dismissive | Putting Theory to the Test: Systems of "Educational Accountability" Should be Held Accountable | Rand Review, Spring 2002 | https://www.rand.org/pubs/periodicals/rand-review/issues/rr-04-02/theory.html | See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm . This list includes 24 studies completed before 2000 whose primary focus was to measure the effect of “test-based accountability.” A few dozen more pre-2000 studies also measured the effect of test-based accountability although such was not their primary focus. Include qualitative and program evaluation studies of test-based accountability, and the count of pre-2000 studies rises into the hundreds. | |
| 41 | Brian M. Stecher | Laura S. Hamilton | " The lack of strong evidence regarding the design and effectiveness of accountability systems hampers policymaking at a critical juncture." | Denigrating | Putting Theory to the Test: Systems of "Educational Accountability" Should be Held Accountable | Rand Review, Spring 2002 | https://www.rand.org/pubs/periodicals/rand-review/issues/rr-04-02/theory.html | See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm . This list includes 24 studies completed before 2000 whose primary focus was to measure the effect of “test-based accountability.” A few dozen more pre-2000 studies also measured the effect of test-based accountability although such was not their primary focus. Include qualitative and program evaluation studies of test-based accountability, and the count of pre-2000 studies rises into the hundreds. | |
| 42 | Brian M. Stecher | Laura S. Hamilton | "Nonetheless, the evidence has yet to justify the expectations. The initial evidence is, at best, mixed. On the plus side, students and teachers seem to respond to the incentives created by the accountability systems | Dismissive | Putting Theory to the Test: Systems of "Educational Accountability" Should be Held Accountable | Rand Review, Spring 2002 | https://www.rand.org/pubs/periodicals/rand-review/issues/rr-04-02/theory.html | See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm . This list includes 24 studies completed before 2000 whose primary focus was to measure the effect of “test-based accountability.” A few dozen more pre-2000 studies also measured the effect of test-based accountability although such was not their primary focus. Include qualitative and program evaluation studies of test-based accountability, and the count of pre-2000 studies rises into the hundreds. | |
| 43 | Brian M. Stecher | Laura S. Hamilton | "Proponents of accountability attribute the improved scores in these states to clearer expectations, greater motivation on the part of the students and teachers, a focused curriculum, and more-effective instruction. However, there is little or no research to substantiate these positive changes or their effects on scores." | Dismissive | Putting Theory to the Test: Systems of "Educational Accountability" Should be Held Accountable | Rand Review, Spring 2002 | https://www.rand.org/pubs/periodicals/rand-review/issues/rr-04-02/theory.html | In fact, the evidence "that testing can improve education" is voluminous. See, for example, Phelps, R. P. (2005). The rich, robust research literature on testing’s achievement benefits. In R. P. Phelps (Ed.), Defending standardized testing (pp. 55–90). Mahwah, NJ: Psychology Press. Or, see https://journals.sagepub.com/doi/abs/10.1177/0193841X19865628#abstract | |
| 44 | Brian M. Stecher | Laura S. Hamilton | "One of the earliest studies on the effects of testing (conducted in two Arizona schools in the late 1980s) showed that teachers reduced their emphasis on important, nontested material." | Dismissive | Putting Theory to the Test: Systems of "Educational Accountability" Should be Held Accountable | Rand Review, Spring 2002 | https://www.rand.org/pubs/periodicals/rand-review/issues/rr-04-02/theory.html | Hundreds, perhaps thousands, of studies of the effects of testing predate CRESST's in the 1980s. See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm ; https://nonpartisaneducation.org/Review/Resources/SurveyList.htm ; https://nonpartisaneducation.org/Review/Resources/QualitativeList.htm | |
| 45 | Brian M. Stecher | Laura S. Hamilton | "Test-based accountability systems will work better if we acknowledge how little we know about them, if the federal government devotes appropriate resources to studying them, and if the states make ongoing efforts to improve them." | Dismissive | Putting Theory to the Test: Systems of "Educational Accountability" Should be Held Accountable | Rand Review, Spring 2002 | https://www.rand.org/pubs/periodicals/rand-review/issues/rr-04-02/theory.html | See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm . This list includes 24 studies completed before 2000 whose primary focus was to measure the effect of “test-based accountability.” A few dozen more pre-2000 studies also measured the effect of test-based accountability although such was not their primary focus. Include qualitative and program evaluation studies of test-based accountability, and the count of pre-2000 studies rises into the hundreds. | |
| 46 | Brian M. Stecher | Laura S. Hamilton, Stephen P. Klein, Eds. | "High-stakes testing may also affect parents (e.g., their attitudes toward education, their engagement with schools, and their direct participation in their child's learning) as well as policymakers (their beliefs about system performance, their judgements about program effectiveness, and their allocation of resources). However, these issues remain largely unexamined in the literature." | Dismissive | Consequences of large-scale, high-stakes testing on school and classroom practice | Chapter 4 in Making sense of test-based accountability in education, 2002, p.79 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Parents and other adults are typically reached.through public opinion polls. See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/SurveyList.htm . Among the hundreds of polls conducted between 1958 and 2008, a majority of them included parents in particular or adults in general. | |
| 47 | Brian M. Stecher | Laura S. Hamilton, Stephen P. Klein, Eds. | "As described in chapter 2, there was little concern about the effects of testing on teaching prior to the 1970s." | Dismissive | Consequences of large-scale, high-stakes testing on school and classroom practice | Chapter 4 in Making sense of test-based accountability in education, 2002, p.81 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Hundreds, perhaps thousands, of studies of the effects of testing predate CRESST's in the 1980s. See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm ; https://nonpartisaneducation.org/Review/Resources/SurveyList.htm ; https://nonpartisaneducation.org/Review/Resources/QualitativeList.htm | |
| 48 | Brian M. Stecher | Laura S. Hamilton, Stephen P. Klein, Eds. | "In light of the changes that occurred in the uses of large-scale testing in the 1980s and 1990s, researchers began to investigate teachers' reactions to external assessment. The initial research on the impact of large-scale testing was conducted in the 1980s and the 1990s." | Dismissive | Consequences of large-scale, high-stakes testing on school and classroom practice | Chapter 4 in Making sense of test-based accountability in education, 2002, p.83 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Hundreds, perhaps thousands, of studies of the effects of testing predate CRESST's in the 1980s. See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm ; https://nonpartisaneducation.org/Review/Resources/SurveyList.htm ; https://nonpartisaneducation.org/Review/Resources/QualitativeList.htm | |
| 49 | Brian M. Stecher | Laura S. Hamilton, Stephen P. Klein, Eds. | "Researchers have not documented the desirable consequences of testing … as clearly as the undesirable ones. More importantly, researchers have not generally measured the extent or magnitude of the shifts in practice that they identified as a result of high-stakes testing." | Dismissive | Consequences of large-scale, high-stakes testing on school and classroom practice | Chapter 4 in Making sense of test-based accountability in education, 2002, pp.99–100 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Hundreds, perhaps thousands, of studies of the effects of testing predate CRESST's in the 1980s. See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm ; https://nonpartisaneducation.org/Review/Resources/SurveyList.htm ; https://nonpartisaneducation.org/Review/Resources/QualitativeList.htm | |
| 50 | Laura S. Hamilton | Brian M. Stecher, Stephen P. Klein | "Although test-based accountability has shown some compelling results, the issues are complex, the research is new and incomplete, and many of the claims that have received the most attention have proved to be premature and superficial." | Denigrating | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Summary, p.xiv | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Hundreds, perhaps thousands, of studies of the effects of testing predate CRESST's in the 1980s. See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm ; https://nonpartisaneducation.org/Review/Resources/SurveyList.htm ; https://nonpartisaneducation.org/Review/Resources/QualitativeList.htm | |
| 51 | Laura S. Hamilton | Brian M. Stecher, Stephen P. Klein | "The research evidence does not provide definitive information about the actual costs of testing but the information that is available suggests that expenditures for testing have grown in recent years." | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Introduction, p.9 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | No. See, for example, Phelps, R.P. (2000, Winter). Estimating the cost of systemwide student testing in the United States. Journal of Education Finance, 25(3) 343–380; Danitz, T. (2001, February 27). Special report: States pay $400 million for tests in 2001. Stateline.org. Pew Center for the States; Hoxby, C.M. (2002). The cost of accountability, in W. M Evers & H.J. Walberg (Eds.), School Accountability, Stanford, CA: Hoover Institution Press; U.S. GAO. (1993, January). Student testing: Current extent and expenditures, with cost estimates for a national examination. GAO/PEMD-93-8. Washington, DC: US General Accounting Office; Picus, L.O., & Tralli, A. (1998, February). Alternative assessment programs: What are the true costs? CSE Technical Report 441, Los Angeles: CRESST; Phelps, R.P. (1998). Benefit-cost analysis of systemwide student testing, Paper presented at the annual meeting of the American Education Finance Association, Mobile, AL. | |
| 52 | Laura S. Hamilton | Daniel M. Koretz | "There is currently no substantial evidence on the effects of published report cards on parents’ 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 |
https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | For decades, consulting services have existed that help parents new to a city select the right school or school district for them. | |
| 53 | Laura S. Hamilton | Brian M. Stecher | "So test-based accountability remains controversial because there is inadequate evidence to make clear judgments about its effectiveness in raising test scores and achieving its other goals." | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.122 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | In fact, the evidence "that testing can improve education" is voluminous. See, for example, Phelps, R. P. (2005). The rich, robust research literature on testing’s achievement benefits. In R. P. Phelps (Ed.), Defending standardized testing (pp. 55–90). Mahwah, NJ: Psychology Press. Or, see https://journals.sagepub.com/doi/abs/10.1177/0193841X19865628#abstract | |
| 54 | Laura S. Hamilton | Brian M. Stecher | "Unfortunately, the complexity of the issues and the ambiguity of the existing research do not allow our recommendations to take the form of a practical “how-to” guide for policymakers and practitioners." | Denigrating | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.123 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | In fact, the evidence "that testing can improve education" is voluminous. See, for example, Phelps, R. P. (2005). The rich, robust research literature on testing’s achievement benefits. In R. P. Phelps (Ed.), Defending standardized testing (pp. 55–90). Mahwah, NJ: Psychology Press. Or, see https://journals.sagepub.com/doi/abs/10.1177/0193841X19865628#abstract | |
| 55 | Laura S. Hamilton | Brian M. Stecher | "Another
part of the interpretive question is the need to gather
information in other subject areas to portray a more complete picture of achievement. The scope of constructs that have been considered in research to date has been fairly narrow, focusing on the subjects that are part of the accountability systems that have been studied. Many legitimate instructional objectives have been ignored in the literature to date." |
Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.127 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Many studies of the effects of testing predate CRESST's in the 1980s and cover all subject fields, not just reading and math. See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/QuantitativeList.htm ; https://nonpartisaneducation.org/Review/Resources/SurveyList.htm ; https://nonpartisaneducation.org/Review/Resources/QualitativeList.htm | |
| 56 | Laura S. Hamilton | Brian M. Stecher | "States should also conduct ongoing analyses of the performance of groups whose members may not be numerous enough to permit separate reporting. English-language learners and students with disabilities are increasingly being included in high-stakes testing systems, and, as discussed in Chapter Three, little is currently known about the validity of scores for these groups." | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.131 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Difficult to believe given that the federal government has for decades generously funded research into testing students with disabilities. See, for example, https://nceo.info/ and Kurt Geisinger's and Janet Carlson's chapters in Defending Standardized Testing and Correcting Fallacies in Educational and Psychological Testing. | |
| 57 | Laura S. Hamilton | Brian M. Stecher | "It would be especially helpful to know what changes in instruction are made in response to different kinds of information and incentives. In particular, we need to know how teachers interpret information from tests and how they use it to modify instruction." | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.133 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Relevant studies of the effects of tests and/or accountability program on motivation and instructional practice include those of the *Southern Regional Education Board (1998); Johnson (1998); Schafer, Hultgren, Hawley, Abrams Seubert & Mazzoni (1997); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); Tuckman & Trimble (1997); Clarke & Stephens (1996); Zigarelli (1996); Stevenson, Lee, et al. (1995); Waters, Burger & Burger (1995); Egeland (1995); Prais (1995); Tuckman (1994); Ritchie & Thorkildsen (1994); Brown & Walberg, (1993); Wall & Alderson (1993); Wolf & Rapiau (1993); Eckstein & Noah (1993); Chao-Qun & Hui (1993); Plazak & Mazur (1992); Steedman (1992); Singh, Marimutha & Mukjerjee (1990); *Levine & Lezotte (1990); O’Sullivan (1989); Somerset (1988); Pennycuick & Murphy (1988); Stevens (1984); Marsh (1984); Brunton (1982); Solberg (1977); Foss (1977); *Kirkland (1971); Somerset (1968); Stuit (1947); and Keys (1934). *Covers many studies; study is a research review, research synthesis, or meta-analysis. | |
| 58 | Laura S. Hamilton | Brian M. Stecher | It seems clear that aligning the components of the system and providing appropriate professional development should, at a minimum, increase teachers’ political support for test-based accountability policies .... Although there is no empirical evidence to suggest that this strategy will reduce inappropriate responses to high-stakes testing,... Additional research needs to be done to determine the importance of alignment for promoting positive effects of test-based accountability. | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.135 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Relevant studies of the effects of tests and/or accountability program on motivation and instructional practice include those of the *Southern Regional Education Board (1998); Johnson (1998); Schafer, Hultgren, Hawley, Abrams Seubert & Mazzoni (1997); Miles, Bishop, Collins, Fink, Gardner, Grant, Hussain, et al. (1997); Tuckman & Trimble (1997); Clarke & Stephens (1996); Zigarelli (1996); Stevenson, Lee, et al. (1995); Waters, Burger & Burger (1995); Egeland (1995); Prais (1995); Tuckman (1994); Ritchie & Thorkildsen (1994); Brown & Walberg, (1993); Wall & Alderson (1993); Wolf & Rapiau (1993); Eckstein & Noah (1993); Chao-Qun & Hui (1993); Plazak & Mazur (1992); Steedman (1992); Singh, Marimutha & Mukjerjee (1990); *Levine & Lezotte (1990); O’Sullivan (1989); Somerset (1988); Pennycuick & Murphy (1988); Stevens (1984); Marsh (1984); Brunton (1982); Solberg (1977); Foss (1977); *Kirkland (1971); Somerset (1968); Stuit (1947); and Keys (1934). *Covers many studies; study is a research review, research synthesis, or meta-analysis. | |
| 59 | Laura S. Hamilton | Brian M. Stecher | "… we currently do not know enough about test-based accountability to design a system that is immune from the problems we have discussed | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.136 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | In fact, the evidence "that testing can improve education" is voluminous. See, for example, Phelps, R. P. (2005). The rich, robust research literature on testing’s achievement benefits. In R. P. Phelps (Ed.), Defending standardized testing (pp. 55–90). Mahwah, NJ: Psychology Press. Or, see https://journals.sagepub.com/doi/abs/10.1177/0193841X19865628#abstract | |
| 60 | Laura S. Hamilton | Brian M. Stecher | "There is some limited evidence that educators’ responses to test based accountability vary according to the characteristics of their student populations,…" | Denigrating | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.138 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | There was and is far more than "limited" evidence. See, for example: Hundreds, perhaps thousands, of studies of the effects of testing predate CRESST's in the 1980s. See, for example: https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920 ; https://nonpartisaneducation.org/Review/Resources/SurveyList.htm ; https://nonpartisaneducation.org/Review/Resources/QualitativeList.htm | |
| 61 | Laura S. Hamilton | Brian M. Stecher | "... there is very limited evidence to guide thinking about political issues." | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.139 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | ||
| 62 | Laura S. Hamilton | Brian M. Stecher | "First, we do not have an accurate assessment of the additional costs." | Denigrating | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.141 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | Yes, we did and we do. See, for example, Phelps, R.P. (2000, Winter). Estimating the cost of systemwide student testing in the United States. Journal of Education Finance, 25(3) 343–380; Danitz, T. (2001, February 27). Special report: States pay $400 million for tests in 2001. Stateline.org. Pew Center for the States; Hoxby, C.M. (2002). The cost of accountability, in W. M Evers & H.J. Walberg (Eds.), School Accountability, Stanford, CA: Hoover Institution Press; U.S. GAO. (1993, January). Student testing: Current extent and expenditures, with cost estimates for a national examination. GAO/PEMD-93-8. Washington, DC: US General Accounting Office; Picus, L.O., & Tralli, A. (1998, February). Alternative assessment programs: What are the true costs? CSE Technical Report 441, Los Angeles: CRESST; Phelps, R.P. (1998). Benefit-cost analysis of systemwide student testing, Paper presented at the annual meeting of the American Education Finance Association, Mobile, AL. | |
| 63 | Laura S. Hamilton | Brian M. Stecher | "Part of the reason these issues are rarely considered may be that no one has produced a good estimate of the cost of an improved accountability system in comparison with its benefits." | Denigrating | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.141 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | No. See, for example, Phelps, R.P. (2000, Winter). Estimating the cost of systemwide student testing in the United States. Journal of Education Finance, 25(3) 343–380; Danitz, T. (2001, February 27). Special report: States pay $400 million for tests in 2001. Stateline.org. Pew Center for the States; Hoxby, C.M. (2002). The cost of accountability, in W. M Evers & H.J. Walberg (Eds.), School Accountability, Stanford, CA: Hoover Institution Press; U.S. GAO. (1993, January). Student testing: Current extent and expenditures, with cost estimates for a national examination. GAO/PEMD-93-8. Washington, DC: US General Accounting Office; Picus, L.O., & Tralli, A. (1998, February). Alternative assessment programs: What are the true costs? CSE Technical Report 441, Los Angeles: CRESST; Phelps, R.P. (1998). Benefit-cost analysis of systemwide student testing, Paper presented at the annual meeting of the American Education Finance Association, Mobile, AL. | |
| 64 | Laura S. Hamilton | Brian M. Stecher | "Nevertheless, our knowledge of the costs of alternative accountability systems is still somewhat limited. Policymakers need to know how much it would cost to change their current systems to be responsive to criticisms such as those described in this book. These estimates need to consider all of the associated costs, including possible opportunity costs associated with increased testing time and increased test preparation time." | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.142 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | No. See, for example, Phelps, R.P. (2000, Winter). Estimating the cost of systemwide student testing in the United States. Journal of Education Finance, 25(3) 343–380; Danitz, T. (2001, February 27). Special report: States pay $400 million for tests in 2001. Stateline.org. Pew Center for the States; Hoxby, C.M. (2002). The cost of accountability, in W. M Evers & H.J. Walberg (Eds.), School Accountability, Stanford, CA: Hoover Institution Press; U.S. GAO. (1993, January). Student testing: Current extent and expenditures, with cost estimates for a national examination. GAO/PEMD-93-8. Washington, DC: US General Accounting Office; Picus, L.O., & Tralli, A. (1998, February). Alternative assessment programs: What are the true costs? CSE Technical Report 441, Los Angeles: CRESST; Phelps, R.P. (1998). Benefit-cost analysis of systemwide student testing, Paper presented at the annual meeting of the American Education Finance Association, Mobile, AL. | |
| 65 | Laura S. Hamilton | Brian M. Stecher | "However, there is still much about these systems that is not well understood. Lack of research-based knowledge about the quality of scores and the mechanisms through which high-stakes testing programs operate limits our ability to improve these systems. As a result, our discussions also identified unanswered questions..." | Dismissive | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6: Improving test-based accountability, p.143 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | In fact, the evidence "that testing can improve education" is voluminous. See, for example, Phelps, R. P. (2005). The rich, robust research literature on testing’s achievement benefits. In R. P. Phelps (Ed.), Defending standardized testing (pp. 55–90). Mahwah, NJ: Psychology Press. Or, see https://journals.sagepub.com/doi/abs/10.1177/0193841X19865628#abstract | |
| 66 | Daniel M. Koretz | Daniel F. McCaffrey, Laura S. Hamilton | "Although high-stakes testing is now widespread, methods for evaluating the validity of gains obtained under high-stakes conditions are poorly developed. This report presents an approach for evaluating the validity of inferences based on score gains on high-stakes tests. It describes the inadequacy of traditional validation approaches for validating gains under high-stakes conditions and outlines an alternative validation framework for conceptualizing meaningful and inflated score gains.", p.1 | Denigrating | 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 | https://files.eric.ed.gov/fulltext/ED462410.pdf | In fact the test prep, or test coaching, literature is vast and dates back decades, with meta-analyses of the literature dating back at least to the 1970s. There's even a What Works Clearinghouse summary of the (post World Wide Web) college admission test prep research literature: https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_act_sat_100416.pdf . See also: Ortar (1960) Marron (1965) ETS (1965). Messick & Jungeblut (1981) Ellis, Konoske, Wulfeck, & Montague (1982) DerSimonian and Laird (1983) Kulik, Bangert-Drowns & Kulik (1984) Powers (1985) Jones (1986). Fraker (1986/1987) Halpin (1987) Whitla (1988) Snedecor (1989) Bond (1989). Baydar (1990) Becker (1990) Smyth (1990) Moore (1991) Alderson & Wall (1992) Powers (1993) Oren (1993). Powers & Rock (1994) Scholes, Lane (1997) Allalouf & Ben Shakhar (1998) Robb & Ercanbrack (1999) McClain (1999) Camara (1999, 2001, 2008) Stone & Lane (2000, 2003) Din & Soldan (2001) Briggs (2001) Palmer (2002) Briggs & Hansen (2004) Cankoy & Ali Tut (2005) Crocker (2005) Allensworth, Correa, & Ponisciak (2008) Domingue & Briggs (2009) Koljatic & Silva (2014) Early (2019) | |
| 67 | 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 | https://files.eric.ed.gov/fulltext/ED462410.pdf | In fact the test prep, or test coaching, literature is vast and dates back decades, with meta-analyses of the literature dating back at least to the 1970s. There's even a What Works Clearinghouse summary of the (post World Wide Web) college admission test prep research literature: https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_act_sat_100416.pdf . See also: Ortar (1960) Marron (1965) ETS (1965). Messick & Jungeblut (1981) Ellis, Konoske, Wulfeck, & Montague (1982) DerSimonian and Laird (1983) Kulik, Bangert-Drowns & Kulik (1984) Powers (1985) Jones (1986). Fraker (1986/1987) Halpin (1987) Whitla (1988) Snedecor (1989) Bond (1989). Baydar (1990) Becker (1990) Smyth (1990) Moore (1991) Alderson & Wall (1992) Powers (1993) Oren (1993). Powers & Rock (1994) Scholes, Lane (1997) Allalouf & Ben Shakhar (1998) Robb & Ercanbrack (1999) McClain (1999) Camara (1999, 2001, 2008) Stone & Lane (2000, 2003) Din & Soldan (2001) Briggs (2001) Palmer (2002) Briggs & Hansen (2004) Cankoy & Ali Tut (2005) Crocker (2005) Allensworth, Correa, & Ponisciak (2008) Domingue & Briggs (2009) Koljatic & Silva (2014) Early (2019) | |
| 68 | Laura S. Hamilton | “Despite the number of studies investigating affective aspects of test taking, little is known about how students perceive the kinds of extended performance assessments currently being developed for state and local testing programs.” - Abstract | Denigrating | An Investigation of Students' Affective Responses to Alternative Assessment Formats | Paper presented at the Annual Meeting of the National Council on Measurement in Education (New Orleans, LA, April 5-7, 1994) | http://files.eric.ed.gov/fulltext/ED376203.pdf | "At
least twelve pre-2004 student surveys were included here:
https://www.nonpartisaneducation.org/Review/Resources/SurveyList.htm. See
also: https://richardphelps.net/DemandForStandardizedTesting.pdf In 150 of 241 qualitative studies the focus of the interviews, case study, or observations was the effect of testing stakes on students. See: https://www.tandfonline.com/doi/abs/10.1080/15305058.2011.602920" |
||
| 69 | Laura S. Hamilton | “As stated earlier, this study was not intended to produce results that could be generalized to other tasks or to other samples of students, but to identify questions that might be addressed by future studies and to suggest possible hypotheses.” p. 23 | Dismissive | An Investigation of Students' Affective Responses to Alternative Assessment Formats | Paper presented at the Annual Meeting of the National Council on Measurement in Education (New Orleans, LA, April 5-7, 1994) | http://files.eric.ed.gov/fulltext/ED376203.pdf | "At
least twelve pre-2004 student surveys were included here:
https://www.nonpartisaneducation.org/Review/Resources/SurveyList.htm. See
also: https://richardphelps.net/DemandForStandardizedTesting.pdf In 150 of 241 qualitative studies the focus of the interviews, case study, or observations was the effect of testing stakes on students. See: https://www.tandfonline.com/doi/abs/10.1080/15305058.2011.602920" |
||
| IRONIES: | |||||||||
| Laura S. Hamilton | "In the meantime, it will be important to continue to gather evidence, both from large-scale studies and from the individual experiences of teachers, administrators, and others affected by test-based accountability, and to make that evidence available so that it can inform efforts to improve accountability systems." p.57 | Assessment as a Policy Tool | Chapter 2, in Review of Research in Education (27), 2003 | https://journals.sagepub.com/doi/pdf/10.3102/0091732X027001025 | |||||
| Laura S. Hamilton | Brian M. Stecher, Stephen P. Klein | "Greater knowledge about testing and accountability can lead to better system design and more-effective system management." p.xiv | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Summary, p.xiv | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | ||||
| Laura S. Hamilton | Brian M. Stecher | "Incremental improvements to existing systems, based on current research on testing and accountability, should be combined with long-term research and development efforts that may ultimately lead to a major redesign of these systems. Success in this endeavor will require the thoughtful engagement of educators, policymakers, and researchers in discussions and debates about tests and testing policies." | Making Sense of Test-Based Accountability in Education, Rand Corporation, 2002 | Chapter 6, Improving test-based accountability, pp.143-144 | https://www.rand.org/content/dam/rand/pubs/monograph_reports/2002/MR1554.pdf | ||||
| Christian Bourge, journalist | Laura S. Hamilton, interviewee | ""The fact that there is a high correlation (between the high-stakes and low-stake tests) doesn't necessarily mean the tests are telling you the same thing." | Experts differ about high-stakes testing | UPI, Feb. 13, 2003 | https://www.upi.com/Top_News/2003/02/13/Experts-differ-about-high-stakes-testing/60271045180206/ | ||||
| Christian Bourge, journalist | Laura S. Hamilton, interviewee | "She said that without examining the similarities in the design of each test, you do not know how comparable they are from district to district." | Experts differ about high-stakes testing | UPI, Feb. 13, 2003 | https://www.upi.com/Top_News/2003/02/13/Experts-differ-about-high-stakes-testing/60271045180206/ | ||||
| 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. | |||||||||
| Author cites (and accepts as fact without checking) someone elses dismissive review | |||||||||