| The purpose of exploring inconsistencies in administration of state-mandated performance assessments was to document and to understand the inconsistencies, discuss the potential for impacting validity, and explore the motivations or social phenomena surrounding the situation. The methodology for this project was qualitative, naturalistic, case study. Observation and interview data from one rural school district and one suburban school district indicated that inconsistencies occurred during the administration of the state-mandated test in Pennsylvania, the Pennsylvania System of School Assessment (PSSA). Inconsistencies in test administration were observed during the Writing Assessment, and the performance assessment portions of the Reading and Math Assessments of the PSSA. Inconsistencies during test administration were categorized as making extraneous remarks that deviated from PSSA administration instructions, giving general hints to the class at large, engaging in individual coaching, and providing extended time to test takers. Documented inconsistencies in test administration were linked, in part, to a high stakes atmosphere. Possible reasons for inconsistent test administration, and the impact of public reporting of test results and the relationship to variations in test administration were discussed. |
