Daniel Koretz - Publications

Affiliations: 
Quantitative Policy Analysis in Education Harvard University, Cambridge, MA, United States 
Area:
Tests and Measurements Education, General Language

35 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2019 Koretz D. Measuring Postsecondary Achievement: Lessons from Large-Scale Assessments in the K-12 Sector Higher Education Policy. 32: 513-536. DOI: 10.1057/S41307-019-00142-4  0.401
2018 Koretz D, Langi M. Predicting Freshman Grade‐Point Average from Test Scores: Effects of Variation Within and Between High Schools Educational Measurement: Issues and Practice. 37: 9-19. DOI: 10.1111/Emip.12173  0.455
2016 Koretz D, Yu C, Mbekeani PP, Langi M, Dhaliwal TK, Braslow DA. Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores Aera Open. 2: 2332858416670601. DOI: 10.1177/2332858416670601  0.505
2016 Koretz D, Jennings JL, Ng HL, Yu C, Braslow D, Langi M. Auditing for Score Inflation Using Self-Monitoring Assessments: Findings From Three Pilot Studies Educational Assessment. 21: 231-247. DOI: 10.1080/10627197.2016.1236674  0.605
2015 Koretz D. Adapting Measurement to the Demands of Test-Based Accountability: Rejoinder to Commentaries Measurement. 13: 189-194. DOI: 10.1080/15366367.2015.1105083  0.326
2015 Koretz D. Adapting Educational Measurement to the Demands of Test-Based Accountability Measurement. 13: 1-25. DOI: 10.1080/15366367.2015.1000712  0.451
2015 Ng HL, Koretz D. Sensitivity of School-Performance Ratings to Scaling Decisions Applied Measurement in Education. 28: 330-349. DOI: 10.1080/08957347.2015.1062764  0.576
2013 Guo Q, Koretz D. Estimating the Impact of the Massachusetts English Immersion Law on Limited English Proficient Students' Reading Achievement Educational Policy. 27: 121-149. DOI: 10.1177/0895904812462776  0.517
2013 Koretz D. Commentary on E. Haertel, "How Is Testing Supposed to Improve Schooling?" Measurement. 11: 40-43. DOI: 10.1080/15366367.2013.784160  0.398
2011 Koretz D. Lessons from test-based education reform in the U.S. Zeitschrift Fur Erziehungswissenschaft. 14: 9-23. DOI: 10.1007/S11618-010-0149-0  0.399
2010 Koretz D, Béguin A. Self-Monitoring assessments for educational accountability systems Measurement. 8: 92-109. DOI: 10.1080/15366367.2010.508685  0.483
2010 Koretz D. Validity of achievement gains on high-stakes tests International Encyclopedia of Education. 186-192. DOI: 10.1016/B978-0-08-044894-7.00273-6  0.422
2009 Koretz D. How do american students measure up? Making sense of international comparisons. The Future of Children / Center For the Future of Children, the David and Lucile Packard Foundation. 19: 37-51. PMID 21141704 DOI: 10.1353/Foc.0.0023  0.469
2009 Koretz D. Education. Moving past No Child Left Behind. Science (New York, N.Y.). 326: 803-4. PMID 19892967 DOI: 10.1126/Science.1177459  0.423
2008 Koretz D. Test-based educational accountability - Research evidence and implications Zeitschrift Fur Padagogik. 54: 777-790.  0.425
2007 Koretz D. 2007 Annual Meeting Theme and Highlights: “The World of Educational Quality” Educational Researcher. 36: 40-40. DOI: 10.3102/0013189X07299233  0.306
2006 Koretz D. Steps toward more effective implementation of the standards for educational and psychological testing Educational Measurement: Issues and Practice. 25: 46-50. DOI: 10.1111/J.1745-3992.2006.00068.X  0.429
2005 Koretz D. Using Multiple Measures to Address Perverse Incentives and Score Inflation Educational Measurement: Issues and Practice. 22: 18-26. DOI: 10.1111/J.1745-3992.2003.Tb00124.X  0.453
2005 Koretz D. What Happened to Test Scores, and Why? Educational Measurement: Issues and Practice. 11: 7-11. DOI: 10.1111/J.1745-3992.1992.Tb00254.X  0.528
2005 Koretz D. Alignment, High Stakes, and the Inflation of Test Scores† Yearbook of the National Society For the Study of Education. 104: 99-118. DOI: 10.1111/J.1744-7984.2005.00027.X  0.353
2004 McCaffrey DF, Lockwood JR, Koretz D, Louis TA, Hamilton L. Models for Value-Added Modeling of Teacher Effects. Journal of Educational and Behavioral Statistics : a Quarterly Publication Sponsored by the American Educational Research Association and the American Statistical Association. 29: 67-101. PMID 19756248 DOI: 10.3102/10769986029001067  0.406
2004 McCaffrey DF, Lockwood JR, Koretz D, Louis TA, Hamilton L. Let's see more empirical studies on value-added modeling of teacher effects: A reply to Raudenbush, Rubin, Stuart and Zanutto, and Reckase Journal of Educational and Behavioral Statistics. 29: 139-143. DOI: 10.3102/10769986029001139  0.461
2004 Koretz D, Barton K. Assessing Students With Disabilities: Issues and Evidence Educational Assessment. 9: 29-60. DOI: 10.1080/10627197.2004.9652958  0.419
2002 Koretz D, Russell M, Shin CD, Horn C, Shasby K. Testing and diversity in postsecondary education: The case of California Education Policy Analysis Archives. 10. DOI: 10.14507/Epaa.V10N1.2002  0.446
2002 Koretz DM. Limitations in the use of achievement tests as measures of educators' productivity Journal of Human Resources. 37: 752-777.  0.456
2001 Koretz D, McCaffrey D, Sullivan T. Predicting Variations in Math Performancein Four Countries Using TIMSS Education Policy Analysis Archives. 9: 34. DOI: 10.14507/Epaa.V9N34.2001  0.388
2000 Koretz D, Hamilton L. Assessment of students with disabilities in Kentucky: Inclusion, student performance, and validity Educational Evaluation and Policy Analysis. 22: 255-272. DOI: 10.3102/01623737022003255  0.438
1998 Koretz D. Large‐scale Portfolio Assessments in the US: evidence pertaining to the quality of measurement Assessment in Education: Principles, Policy & Practice. 5: 309-334. DOI: 10.1080/0969595980050302  0.436
1995 Koretz D. The Quality of Information From NAEP: Two Examples of Work Done in Collaboration With Leigh Burstein Educational Evaluation and Policy Analysis. 17: 280-294. DOI: 10.3102/01623737017003280  0.463
1995 Berends M, Koretz DM. Reporting Minority Students’ Test Scores: How Well Can the National Assessment of Educational Progress Account for Differences in Social Context? Educational Assessment. 3: 249-285. DOI: 10.1207/S15326977Ea0303_2  0.383
1995 Barron SI, Koretz DM. An Evaluation of the Robustness of the National Assessment of Educational Progress Trend Estimates for Racial—Ethnic Subgroups Educational Assessment. 3: 209-248. DOI: 10.1207/s15326977ea0303_1  0.309
1995 Koretz D, Deibert E. Setting Standards and Interpreting Achievement: A Cautionary Tale from the National Assessment of Educational Progress Educational Assessment. 3: 53-81. DOI: 10.1207/S15326977Ea0301_3  0.474
1995 Burstein L, Koretz D, Linn R, Sugrue B, Novak J, Baker EL, Harris EL. Describing Performance Standards: Validity of the 1992 National Assessment of Educational Progress Achievement Level Descriptors as Characterizations of Mathematics Performance Educational Assessment. 3: 9-51. DOI: 10.1207/S15326977Ea0301_2  0.418
1995 Klein SP, McCaffrey D, Stecher B, Koretz D. The Reliability of Mathematics Portfolio Scores: Lessons From the Vermont Experience Applied Measurement in Education. 8: 243-260. DOI: 10.1207/S15324818Ame0803_4  0.392
1992 Koretz D. NAEP and National Testing: Issues and Implications for Educators: Nassp Bulletin. 76: 30-40. DOI: 10.1177/019263659207654506  0.408
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