Abstract
The thesis of this chapter is that achievement tests no longer function primarily as indicators of educational accomplishments. In addition, they have become instruments of educational policy and are regarded as effective means to alter educational achievement and productivity. I will explore this assertion by using examples of research and development from state and national testing activities. I will also consider how these alternative functions affect system behavior, legitimate policy inferences, technical requirements of tests, and ultimately our understanding of educational quality.
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Baker, E.L. (1989). Mandated Tests: Educational Reform or Quality Indicator?. In: Gifford, B.R. (eds) Test Policy and Test Performance: Education, Language, and Culture. Evaluation in Education and Human Services, vol 23. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2500-7_1
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DOI: https://doi.org/10.1007/978-94-009-2500-7_1
Publisher Name: Springer, Dordrecht
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