ALIGNMENT BETWEEN STANDARDIZED ASSESSMENTS AND ACADEMIC STANDARDS: THE CASE OF THE SABER MATHEMATICS TEST IN COLOMBIA

被引：2

作者：

Lopez, Alexis A. ^{[1
,2
,3
]}

机构：

[1] Educ Testing Serv, 600 Rosedale Rd MS-R04, Princeton, NJ 08901 USA

[2] Univ Andes, Ctr Res & Training Educ, Bogota, Colombia

[3] Univ Andes, Ctr Evaluat, Bogota, Colombia

来源：

RELIEVE-REVISTA ELECTRONICA DE INVESTIGACION Y EVALUACION EDUCATIVA | 2013年 / 19卷 / 02期

关键词：

Alignment; Standardized Tests; Academic Standards; Assessment of learning; Validity;

D O I：

10.7203/relieve.19.2.3026

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study the concept of alignment is analyzed by presenting the results of a study that examines the degree of alignment between a standardized mathematics assessment and a set of academic standards. The alignment was examined using the Webb model and the results suggest that the degree of alignment between standardized assessments and academic content standards is not the most appropriate and therefore the results should be interpreted with great caution and stakeholders must be very careful with the type of decisions that are made based on the results of these types of assessments.

引用

页数：15

共 23 条

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[23] Asymmetrien zwischen Noten und Testleistungen am Ende der 8. Schulstufe? Eine Analyse auf Grundlage der österreichischen Bildungsstandardüberprüfung Mathematik 2012Asymmetries between grades and test performances at the end of 8th grade? An analysis based on the Austrian educational standards assessment in Mathematics 2012
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[J]. Zeitschrift für Bildungsforschung, 2018, 8 (3) : 249 - 268

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