Stakes in Testing: Not a Simple Dichotomy but a Profile of Consequences That Guides Needed Evidence of Measurement Quality

Abstract

Testing programs are often classified as high or low stakes to indicate how stringently they need to be evaluated. However, in practice, this classification falls short. A high‐stakes label is taken to imply that all indicators of measurement quality must meet high standards; whereas a low‐stakes label is taken to imply the opposite. This approach can result in inappropriate allocation of resources and inadequate attention to needed evidence. We argue that “stakes” are better thought of as a profile of consequences. We suggest generalizable criteria for evaluating and responding to stakes in testing, with applications to licensure, employment, and K–12 accountability testing.

Perceptions of Test Score Pollution Stemming From COVID-19 and State Testing: An Exploratory Case Study

“…Previous studies on standardized tests and accountability often refer to Heisenberg's Uncertainty Principle and Campbell's Law (Koretz, 2017(Koretz, , 2019Madaus, 2009;Sidorkin, 2016;Walt & Madaus, 1986) . Kane's Validation Model also provides helpful guidelines for establishing a reliable and valid framework around standardized tests (Longmuir et al, 2021;Tannenbaum & Kane, 2019). The conceptual framework is based on these three fundamental notions and guided this study by demonstrating the use of test scores in decision-making, addressing validity concerns related to current test scores, and the need for change in response to pandemic-related challenges.…”

“…Lim (2021) added to this list, noting that test content, response process, internal structure, relation to other variables, and testing consequences all contribute to test validity. However, the U.S. Department of Education has stated that the validity of K-12 standardized tests only considers whether the test content aligns with state standards (Tannenbaum & Kane, 2019). Exposing educators' beliefs about the distortion of test scores based on test score pollution factors deriving from COVID-19-related issues and effects on state standardized tests may prompt state agencies and the federal government to reexamine the current state standardized tests in K-12, the use of standardized test scores and the requirements for student achievement progress.…”