(In)Stability of Test Scores

Abstract

Both school and district administrators use the results of standardized, large-scale tests to inform decisions about the need for, or success of, educational programs and interventions. However, test results at the school level are subject to random fluctuations due to changes in cohort, test items, and other factors outside of the school’s control. This study examined year to year changes in school level results on standardized tests delivered in Ontario, Canada. G-theory analyses found that test scores are not stable enough for meaningful conclusions to be made based on year to year changes in school level results. For small and medium sized schools, years of data need to be collected before defensible decisions can be made about trends in test scores. The authors introduce a ‘bounce’ statistic that provides a simple, easy to interpret measure of test score stability.

Assessing the Efficacy of Alumni Crowdfunding and Strategic Investments for Overcoming Funding Challenges in French Language Education

“…Teaching a foreign language like French requires educators with strong linguistic skills and cultural understanding. However, hiring proficient teachers can be costly, and many institutions struggle to attract and retain qualified language educators (Merchant et al, 2023). As a result, students may not receive the quality instruction necessary to become proficient in French.…”