Premium
How Can Released State Test Items Support Interim Assessment Purposes in an Educational Crisis?
Author(s) -
Klugman Emma M.,
Ho Andrew D.
Publication year - 2020
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/emip.12390
Subject(s) - interim , context (archaeology) , test (biology) , recipe , psychology , state (computer science) , covid-19 , pandemic , aggregate (composite) , mental health , mathematics education , medical education , medicine , political science , computer science , psychiatry , geography , paleontology , materials science , disease , archaeology , algorithm , pathology , infectious disease (medical specialty) , law , composite material , biology
State testing programs regularly release previously administered test items to the public. We provide an open‐source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable estimation of student score distributions and achievement levels. We discuss how educators can use resulting scores to estimate achievement distributions at the classroom and school level. We emphasize that any use of such tests should be tertiary, with no stakes for students, educators, and schools, particularly in the context of a crisis like the COVID‐19 pandemic. These tests and their results should also be lower in priority than assessments of physical, mental, and social–emotional health, and lower in priority than classroom and district assessments that may already be in place. We encourage state testing programs to release all the ingredients for this recipe to support low‐stakes, aggregate‐level assessments. This is particularly urgent during a crisis where scores may be declining and gaps increasing at unknown rates.