High-Stakes Testing in Education

James A. Bovaird, PhD, is an assistant professor of educational psychology and director of the Statistics and Research Methodology Unit of the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln. In addition, he is a co-principal investigator for the National Center for Research on Rural Education funded by the Institute of Education Sciences and director of its Statistics and Methodology Core. Dr. Bovaird's research focuses on methodological applications and innovations in the use of advanced multivariate techniques in the social sciences, particularly in evaluating intervention efficacy through an ecological perspective. He is the primary statistician on several currently funded randomized control trials and has significant experience collaborating with colleagues in the behavioral, social, and education sciences, especially with designs requiring longitudinal, multilevel, and structural equation modeling. His research has appeared in methodological journals including Structural Equation Modeling, Behavior Research Methods, and Educational and Psychological Measurement and in substantive journals such as Early Education and Development, Journal of Pediatric Psychology, and Exceptional Children. He has contributed numerous pedagogical chapters on methodological topics as well as coedited the volume Modeling Contextual Effects in Longitudinal Studies. Dr. Bovaird is a member of the American Educational Research Association, the Psychometric Society, the National Rural Education Association, and APA, where he is currently secretary of APA's Division 5 (Evaluation, Measurement, and Statistics). Kurt F. Geisinger, PhD, is director of the Buros Center on Testing and W. C. Meierhenry Distinguished University Professor of Educational Psychology at the University of Nebraska-Lincoln. He has previously been professor and chair of the Department of Psychology at Fordham University, professor of psychology and dean of the College of Arts and Sciences at the State University of New York at Oswego, professor of psychology and academic vice president at LeMoyne College, and professor of psychology and vice president for academic affairs at the University of St. Thomas. He has been a delegate representing APA at and chair of the Joint Committee on Testing Practices (1992-1996); a member of APA's Committee on Psychological Testing and Assessment; chair of the National Council on Measurement in Education's (NCME) Professional Development and Training Committee; cochair of NCME's Program Committee (1994); chair of the Graduate Record Examination Board; chair of the Technical Advisory Committee for the Graduate Record Examination; a member of the Scholastic Assessment Test Advisory Committee; a member of NCME's Ad Hoc Committee to Develop a Code of Ethical Standards; a representative of the American Educational Research Association, APA, and NCME on the International Standards Organization's first venture into setting international testing standards; advisor to the Council of Chief State School Officer's State Collaboratives on Assessment and Student Standards on assessment in career technical education; and a member of numerous other ad hoc task forces and panels. He is presently editor of Applied Measurement in Education and is currently serving on or has served on the editorial committees for the International Journal of Testing, Educational and Psychological Measurement, the College Board Review, Educational Measurement: Issues and Practice, Psychological Assessment, Practical Assessment: Research and Evaluation, the Journal of Educational Research, and Improving College and University Teaching. He has edited or coedited the Psychological Testing of Hispanics and Test Interpretation and Diversity, as well as the 17th and 18th Mental Measurements Yearbooks. He has been named editor in chief of the APA Handbook of Testing and Assessment in Psychology series. Cha

Contributors Acknowledgments Introduction James A. Bovaird, Kurt F. Geisinger, and Chad W. Buckendahl Current State of High-Stakes Testing in Education Barbara S. Plake I. Current Issues in Kindergarten Through Grade 12 Assessment Local Development of a High-Stakes Assessment Program: Lessons Learned and Research Results Gained John Crawford and Patricia Crum Setting Performance Standards on Alternate Assessments for Students With Disabilities Abdullah A. Ferdous, Sue Bechard, and Chad W. Buckendahl Assessing English Language Skills in Education: Implications for Students With Limited English Proficiency Anja Roemhild and James A. Bovaird Student Achievement and Adequate Yearly Progress Within the Indiana Charter School System W. Holmes Finch, Brian F. French, and Mary Baker Revising a Large-Scale College Placement Examination Program: Innovation Within Constraints Kristen Huff and Gerald J. Melican A Role for College Admissions Tests in State Assessment Programs Sherri Miller and Jay Happel II. Validity Considerations: Test Use and Consequences of Test Scores Finding Validity Evidence: An Analysis Using the Mental Measurements Yearbook Gregory J. Cizek, Heather K. Koons, and Sharyn L. Rosenberg A Model of Examinee Test-Taking Effort Steven L. Wise and Lisa F. Smith Validity Arguments for High-Stakes Testing and Accountability Systems Deborah L. Bandalos, Amanda E. Ferster, Susan L. Davis, and Karen M. Samuelsen Testing and Measurement From a Multilevel View: Psychometrics and Validation Bruno D. Zumbo and Barry Forer A High-Stakes Use of Intelligence Testing: A Forensic Case Study Chad W. Buckendahl and Brett P. Foley High-Stakes Education Research: Enhanced Scrutiny of the Education System and Its Consequences James A. Bovaird and Natalie A. Koziol III. Looking Ahead The Future of High-Stakes Testing in Education Kurt F. Geisinger Index About the Editors