Take this, DoE educrats! A sample:
While standardized tests can be helpful in initiating faculty conversations about assessment, our research casts serious doubt on the validity of using standardized tests of general intellectual skills for assessing individual students, then aggregating their scores for the purpose of comparing institutions.
For nearly 50 years measurement scholars have warned against pursuing the blind alley of value added assessment. Our research has demonstrated yet again that the reliability of gain scores and residual scores — the two chief methods of calculating value added — is negligible (i.e., 0.1).
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