Most Recent Lecture
William H. Angoff,
The 17th William H. Angoff Memorial Lecture, "Test-based Accountability Systems: The Importance of Paying Attention to Consequences" was delivered on October 16, 2019 by Suzanne Lane, Ph.D., Professor in the Research Methodology Program in the Department of Psychology in Education at the University of Pittsburgh. The lecture addressed the intended and potentially unintended consequences of test-based accountability systems — an important issue for researchers and policymakers to examine so that educational opportunities for all students can be improved.
In this video interview, Professor Lane discusses the negative consequences of test-based accountability systems, addresses why it is important to pay attention to such consequences and offers possible solutions to minimizing the negative effects.
Read Dr. Lane's paper, Test‐Based Accountability Systems: The Importance of Paying Attention to Consequences, based on the lecture.
About the Lecture Series
The Angoff Lecture Series was established in 1994 to honor the life and work of William H. Angoff, an ETS research scientist who distinguished himself as a prominent contributor in the field of educational measurement in more than 40 years at ETS. During that time, Angoff authored some of the classic publications on psychometrics, including the definitive text "Scales, Norms, and Equivalent Scores," which appeared in Robert L. Thorndike's Educational Measurement (2nd edition).
The lecture series honors Angoff's legacy by encouraging and supporting the relatively nontechnical discussion of public interest issues related to educational measurement.
- A Tale of Two Models: Sources of Confusion In Achievement Testing
By Mark Reckase (2017)
Angoff Lecture No. 16
Contrasts two different theoretical underpinnings for the interpretation of educational assessment results as measurements.
- Evaluating the Quality of Accountability Systems: Beyond Reliability and Validity
By Dr. Brian Gong (2015)
Angoff Lecture No. 15
Examines how the evaluation of accountability systems (including school accountability and educator evaluation) should be treated separately from the evaluation of achievement testing.
- Reliability And Validity Of Inferences About Teachers Based On Student Test Scores
By Edward H. Haertel (2013)
Angoff Lecture No. 14
Explores the importance of teacher effectiveness and the suitability of value-added models (VAMS) for teacher evaluation.
No Country Left Behind: Rhetoric and Reality of International Large-Scale Assessment
By Michael J. Feuer (2012)
Angoff Lecture No. 13
Focuses on the nature and quality of data from international assessments and why they tend to provoke heated public debates.
Errors of Measurement, Theory, and Public Policy
By Michael T. Kane (2010)
Angoff Lecture No. 12
Argues that it is important for policymakers to recognize the impact of errors of measurement on test scores and on average scores for groups.
Schooling, Statistics, and Poverty: Can We Measure School Improvement?
By Stephen W. Raudenbush (2004)
Angoff Lecture No. 9
Examines the limitations of test data to judge school effectiveness and improvement.
Standards, Assessments, and Educational Policy: In Pursuit of Genuine Accountability
By Linda Darling-Hammond (2006)
Angoff Lecture No. 8
Discusses the circumstances in which standards and assessments in U.S. education undermine or enhance students' opportunities to learn and teachers' capabilities to teach.
The Second Century of Ability Testing: Some Predictions and Speculations
By Susan Embretson (2003)
Angoff Lecture No. 7
Reviews the major developments in test theory, concepts, and methods that occurred during the 20th century and offers some predictions about future developments.
The Evolution of Educational Assessment: Considering the Past and Imagining the Future
By James W. Pellegrino (2004)
Angoff Lecture No. 6
Reviews the issues of policy and practice that have had a significant impact on U.S. educational assessment in the 20th century.
Understanding Educational Quality: Where Validity Meets Technology
By Eva L. Baker (2000)
Angoff Lecture No. 5
Suggests that technology provides a venue and some tools to attack persistent problems in educational assessment.
National Tests and Education Reform: Are They Compatible?
By Lyle V. Jones (1997)
Angoff Lecture No. 4
Discusses the vigorously debated issue of developing a national test.
Measuring Achievement: What Does It Mean to Test for Robust Understanding?
By Lorrie A. Shepard (1997)
Angoff Lecture No. 3
Argues for the importance of improving teaching and assessment to help students develop "robust understandings."
Setting Performance Standards: Content, Goals, and Individual Differences
By Bert F. Green (1996)
Angoff Lecture No. 2
Suggests that standards are poorly understood and that the measurement community faces numerous challenges in identifying methods for standard setting.
Assessment-Based Reform: Challenges to Educational Measurement
By Robert L. Linn (1995)
Angoff Lecture No. 1
Offers a reasoned review of the promise of well-designed performance assessments, as well as the technical challenges that must be overcome if they are to have a significant, positive impact on reform.