Abstract
Achievement tests are increasingly being used to hold schools and individual educators accountable. This has been a cornerstone of policy in the US and England for years and is rapidly becoming a focus of reform in many nations. One consequence of the pressure to raise scores on specific tests has been score inflation. This inflation is highly variable, but in some cases has been large and rapid. This article provides some examples of the problem and a framework for understanding how inflation comes about. It explains why traditional validation is insufficient to validate gains under high-stakes conditions and offers suggestions for research, evaluation, and test design.
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