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 PDF

  • Tables PDF

  • Summary PDF

  • Acknowledgements

    Acknowledgments PDF

  • Chapter One

    Introduction PDF

  • Chapter Two

    Methodology and Limitations PDF

  • Chapter Three

    Alignment Among Secondary and Postsecondary Assessments in California PDF

  • Chapter Four

    Alignment Among Secondary and Postsecondary Assessments in Georgia PDF

  • Chapter Five

    Alignment Among Secondary and Post-Secondary Assessments in Maryland PDF

  • Chapter Six

    Alignment Among Secondary and Post-Secondary Assessments in Oregon PDF

  • Chapter Seven

    Alignment Among Secondary and Post-Secondary Assessments in Texas PDF

  • Chapter Eight

    Summary and Conclusion PDF

  • Appendix A1

    Math Categories Guide PDF

  • Appendix A2

    English/Language Arts Categories Guide PDF

  • Appendix B

    Kappa Values for Coding Categories PDF

  • References PDF

The research described in this report was performed under the auspices of RAND Education.

This report is part of the RAND Corporation monograph report series. The monograph/report was a product of the RAND Corporation from 1993 to 2003. RAND monograph/reports presented major research findings that addressed the challenges facing the public and private sectors. They included executive summaries, technical documentation, and synthesis pieces.

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