Baker, E.L, & Linn, R.L. (2002). Validity issues for accountabilty systems. (CSE Tech. Rep. No. 585). Los Angeles, CA: Center for the Study of Evaluation and National Center for Student Testing. Retrieved October 27, 2008 from http://www.cse.ucla.edu/products/summary.asp?report=585
In this report, the authors analyze validity issues that arise in the context of educational accountability practices. First, the authors review the theory of action in educational research and the conditions necessary for research to improve practice (e.g., results are accurate and interpreted correctly, selected action is effectively implemented, etc.). Second, they present the ways in which testing and assessment relate to accountability and discuss the importance of validity based on the purpose of a given test and population being tested. Third, the authors present numerous strategies, guided by the Standards for Educational and Psychological Testing, to improve educational accountability systems. The authors make suggestions about validity and testing standards, appropriate use of testing in diverse student populations, stakes associated with testing for teachers and students, effective ways to report results, and evaluation to assess the effectiveness of accountability programs.
Data Integrity, Expectations for Data Use, Professional Expertise