Evaluating the Validity Evidence Surrounding the Use of Standardized Test Scores for Teacher Evaluation/Accountability

Session Type: Symposium

Abstract

Test and measurement output are neither valid nor invalid; rather interpretations and uses derived via such output must be validated. While traditional validity literature has conceptualized validation of any measurement construct as including different types of validity, Kane (2013) argued that one must establish sufficient validity evidence from different sources to support any claim under investigation. To this end, researchers analyzed 100 years of peer-reviewed literature pieces (n=92) related to using student test scores to evaluate and hold teachers accountable for their effectiveness. Researchers did this while focusing on the different sources of validity evidence to support/refute the overall validity arguments proposed, with each of the four papers representing and important (albeit not exhaustive) component of the overall validity study.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 4: Accountability in Schools

Chair

• Audrey Amrein-Beardsley, Arizona State University

Papers

• A Framework and Instrument for Systematic Reviews of Validity Evidence - Matthew R. Lavery, Polk County Public Schools

• Validity Evidence to Support an Interpretation and Use Argument - Debbie L. Hahs-Vaughn, University of Central Florida

• Critics of and Advocates for the Use of Standardized Test Scores in Teacher Evaluation - Margarita Pivovarova, Arizona State University - Tempe

• The Evolving Conversation Around the Validity of Using Student Test Scores to Measure Teacher Effectiveness - Jessica Holloway-Libell, Kansas State University

Discussant

• Michael T. Kane, ETS