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| Titel: |
Comparing State High School Assessments to Standards for Success in Entry-Level University Courses |
| Auteur: |
Brown, Richard S. Conley, David T. |
| Verschenen in: |
Educational assessment |
| Paginering: | Jaargang 12 (2007) nr. 2 pagina's 137-160 |
| Jaar: |
2007-04-03 |
| Inhoud: |
States have moved rapidly over the past 20 years to institute systems of standards and assessments. State assessments in particular take on added importance at the high school level as they are required for graduation by an increasing number of states. Federal legislation mandating testing in high school also serves to increase the stakes and impact of state exams. Many states are also using high school exams for postsecondary purposes, although the content and criterion validity of these exams in relation to students' post-high school pursuits is not well documented. Though no state exam was developed with the express intent of aligning specifically with postsecondary education, it is nonetheless important to understand this linkage given the wide-ranging use of high school exams across the country. This study analyzed the content of state tests relative to a set of standards that identify knowledge and skills necessary for success in entry-level university courses. A total of 60 math and English assessments from 20 states were analyzed along a number of alignment dimensions. Exams were found to be moderately aligned with a subset of the university standards, but in an uneven fashion. English exams were somewhat more aligned than math exams, but math exams had high alignment in some specific standard areas, and English exams aligned poorly or not at all in areas requiring higher order thinking. In the future, states using high school exams for postsecondary purposes may want to examine the content of state standards and exams to determine their relationship to college-readiness criteria. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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