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Rater variability and reliability of constructed response questions in New York state high-stakes tests of English language arts and mathematics: implications for educational assessment policy

Education

Rater variability and reliability of constructed response questions in New York state high-stakes tests of English language arts and mathematics: implications for educational assessment policy

J. Huang and P. B. Whipple

Discover how a study by Jinyan Huang and Patrick B. Whipple revealed surprising insights into the reliability of holistic scoring practices for high-stakes tests in New York. Findings highlight significant concerns for assessment policy, challenging existing practices.

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Playback language: English
Abstract
This study used generalizability (G-) theory to examine the impact of the one-rater holistic scoring practice on the rater variability and reliability of constructed response questions in New York State high-stakes tests. The results indicated that this practice did not yield acceptable G-coefficients for the ELA and mathematics assessments. Implications for assessment policy are discussed.
Publisher
Humanities & Social Sciences Communications
Published On
Nov 22, 2023
Authors
Jinyan Huang, Patrick B. Whipple
Tags
generalizability theory
rater variability
reliability
constructed response
high-stakes testing
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