Using Multiple Measures to Address Perverse Incentives and Score Inflation

The principle that important decisions should not be based on a single measure is axiomatic, if widelu ignored in practice. The traditional rationale is the risk of incorrect decisions from incomplete and error‐prone data. The current high‐stakes uses of test scores increase the need for multiple measures for two distinct reasons: the risk of score inflation and the potential for perverse incentives for educators and students. Addressing these two issues may require focusing accountability on measures of schooling as well as a much wider range of measures of student outcomes. The difficulties of pursuing this approach are described, and some possible directions for research and development are noted.