The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R305B960002, as administered by the Institute of Education Sciences (IES) and the U.S. Department of Education. The findings and opinions expressed in this report are those of the author and do not necessarily reflect the positions or policies of the National Center for Education Research, the Institute of Education Sciences (IES), or the U.S. Department of Education. The material in the section with the heading “Inappropriate Test Preparation and ‘Tests Worth Teaching To’ ” (pp. 100–104) is copyrighted by the author and is reprinted here with his permission.
Alignment, High Stakes, and the Inflation of Test Scores†
Version of Record online: 7 JUN 2005
Yearbook of the National Society for the Study of Education
Volume 104, Issue 2, pages 99–118, June 2005
How to Cite
Koretz, D. (2005), Alignment, High Stakes, and the Inflation of Test Scores. Yearbook of the National Society for the Study of Education, 104: 99–118. doi: 10.1111/j.1744-7984.2005.00027.x
- Issue online: 7 JUN 2005
- Version of Record online: 7 JUN 2005
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