A validity framework for accountability: educational measurement and language testing

Abstract

High stakes test-based accountability systems primarily rely on aggregates and derivatives of scores from tests that were originally developed to measure individual student proficiency in subject areas such as math, reading/language arts, and now English language proficiency. Current validity models do not explicitly address this use of aggregate scores in accountability. Historically, language testing and educational measurement have been related, yet parallel disciplines. Accountability policies have increasingly forced these disciplines under one umbrella with a common system of rewards and sanctions based on results achieved. Therefore, a validity framework, as suggested in the present paper, is relevant to both.