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Daniel Koretz is a professor at the Harvard Graduate School of Education whose research focuses on educational assessment and policy. A primary emphasis in his work has been the effects of high-stakes testing, including effects on schooling and the validity of score gains. His research has included studies of assessment-based education reforms in Vermont, Maryland, and Kentucky. Additionally, he has carried out extensive work with the National Assessment of Educational Progress (NAEP), including evaluations of NAEP’s standards-setting efforts, studies of the interpretation of NAEP results by the print media, and studies of the adequacy with which NAEP portrays the performance of minority students. Dr. Koretz’ recent work includes a multi-level analysis of the variability of student performance in seven countries, several studies of the assessment of students with disabilities, and an exploration of alternatives to the conventional use of test scores in college admissions. Currently he is working on the application of value-added methods to educational achievement and the development of new methods for validating score gains under high-stakes conditions. His doctorate is in developmental psychology from Cornell University.
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