A worked–out example is given to show how mathematical and educational insights can be incorporated in the structure of high–stakes K–12 math tests in a way that promotes more effective learning and better teaching practices. The example concerns symbolic skills deficits seen in students from calculator–oriented K–12 programs.

---------------------------------------------------------------------------------------------------Originally presented in R. L. Linn (Chair), Effects of High-Stakes Educational Testing on Instruction and Achievement, symposium presented at the annual meeting of the American Educational Research Association and the National Council on Measurement in Education, Chicago, April 5, 1991. This paper...

Using an incentivized experiment with statistical power, this paper explores the role of stakes in charitable giving lottery prizes, where subjects commit to donate a fraction prize before they learn outcome lottery. We study three stake levels: 5€ ( n = 177), 100€ 168), and 1,000€ 171). Although donations increase absolute terms as increase, decrease donated pie. However, people still share ro...

A critical goal for psychological science in the 21st century is to foster diversity, equity, and inclusion occupational contexts. One arena which will continue benefit from a focus on equity high-stakes testing, such as assessments used personnel selection classification decisions. We define an equitable test one that minimizes group differences based protected classes race, sex, ethnicity, wh...

Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for National English Speaking Test (NEST) are offered teachers, who act as raters their own students’ performances on this high-stakes L2 (OP) test. Despite guidelines, teachers commonly construct NEST scoring rubric. The present stud...