Alignment between standardized assessments and academic standards: The case of the Saber Mathematics Test in Colombia

Authors

  • Alexis A. Lopez Educational Testing Service – Princeton (New Jersey)

DOI:

https://doi.org/10.7203/relieve.19.2.3024

Keywords:

Alignment, Standardized Tests, Academic Standards, Assessment of learning, Validity

Abstract

In this study the concept of alignment is analyzed by presenting the results of a study that examines the degree of alignment between a standardized mathematics assessment and a set of academic standards. The alignment was examined using the Webb model and the results suggest that the degree of alignment between standardized assessments and academic content standards is not the most appropriate and therefore the results should be interpreted with great caution and stakeholders must be very careful with the type of decisions that are made based on the results of these types of assessments.

Author Biography

Alexis A. Lopez, Educational Testing Service – Princeton (New Jersey)

Doctor en Educación de la Universidad de Illinois en Urbana-Champaign. Actualmente es investigador en Educational Testing Service – ETS, en Princeton, New Jersey. Anteriormente trabajó como profesor asociado del Centro de Investigación y Formación en Educación –CIFE– de la Universidad de los Andes, en donde también dirigió el Centro de Evaluación. Su dirección postal es Educational Testing Service. 600 Rosedale Road. MS-R04. Princeton, NJ 08901 (USA)

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Published

2013-12-24

Issue

Vol. 19 No. 2 (2013)

Section

Research Articles

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