The Rights and Responsibility of Test Takers when Large-Scale Testing Is Used for Classroom Assessment

  • Christina van Barneveld Lakehead University
  • Karieann Brinson Lakehead University

Abstract

The purpose of this research was to identify conflicts in the rights and responsibility of Grade 9 test takers when some parts of a large-scale test are marked by teachers and used in the calculation of students’ class marks. Data from teachers’ questionnaires and students’ questionnaires from a 2009–10 administration of a large-scale test of Grade 9 mathematics were analyzed using descriptive statistics. Written comments by teachers were analyzed into themes. Results were interpreted using a framework comprised of a policy document and two theories that are relevant to large-scale testing: the rights and responsibility of test takers as documented in the Standards for Educational and Psychological Testing (AERA/APA/NCME/JCSEPT, 2014), expectancy-value theory of motivation, and theory regarding the developmental stage of students in Grade 9. Several conflicts were identified. Potential solutions to conflicts were presented.

Published
2017-03-10
How to Cite
van Barneveld, C., & Brinson, K. (2017). The Rights and Responsibility of Test Takers when Large-Scale Testing Is Used for Classroom Assessment. Canadian Journal of Education/Revue Canadienne De l’éducation, 40(1), 1-22. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/2372
Section
Articles