Alignment Among Secondary and Post-Secondary Assessments in Five Case Study States

by Vi-Nhuan Le

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Many educational policymakers have recommended increasing the "alignment" among assessment measures administered to incoming college students, with the goal of consolidating various measures so that multiple uses could be derived from fewer tests. This study describes alignment among different math and language arts assessments administered to secondary and incoming first-year college students. The author did not find evidence of large discrepancies among tests; instead, the numerous smaller discrepancies generally reflected variations in test purpose.

Table of Contents

  • Preface

  • Tables

  • Summary

  • Acknowledgements

    Acknowledgments

  • Chapter One

    Introduction

  • Chapter Two

    Methodology and Limitations

  • Chapter Three

    Alignment Among Secondary and Postsecondary Assessments in California

  • Chapter Four

    Alignment Among Secondary and Postsecondary Assessments in Georgia

  • Chapter Five

    Alignment Among Secondary and Post-Secondary Assessments in Maryland

  • Chapter Six

    Alignment Among Secondary and Post-Secondary Assessments in Oregon

  • Chapter Seven

    Alignment Among Secondary and Post-Secondary Assessments in Texas

  • Chapter Eight

    Summary and Conclusion

  • Appendix A1

    Math Categories Guide

  • Appendix A2

    English/Language Arts Categories Guide

  • Appendix B

    Kappa Values for Coding Categories

  • References

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