The Lower-Order Expectations of High-Stakes Tests: A Four-State Analysis of Social Studies Standards and Test Alignment

Autor:	Jeremy D. Stoddard, Lorrei DiCamillo, John H. Gunn, Whitney Blankenship, Lamont E. Maddox, Brooke Blevins, David Gerwin, Nancy Patterson, John W. Saye, Cinthia Salinas, Scott W. DeWitt, Caroline C. Sullivan, Jill M. Gradwell
Rok vydání:	2013
Předmět:	Sociology and Political Science business.industry media_common.quotation_subject Learning standards Standardized test Cognition Lower order Social studies Education Test (assessment) State (polity) Critical thinking Mathematics education business Psychology media_common
Zdroj:	Theory & Research in Social Education. 41:382-427
ISSN:	2163-1654 0093-3104
Popis:	This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how well their states' tests measured and aligned with expressed expectations for students related to this objective. They analyzed the nature of four states' high school social studies standards and high-stakes tests for higher or lower cognitive demands and the alignment between them. The analysis showed that the primary expectation for student learning in the standards is for higher cognitive activity than that represented in the tests, which are dominated by low cognitive level items.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::83798f5389b87b2006e0889089d95997 https://doi.org/10.1080/00933104.2013.787031 Zobrazit plný text záznamu