Discusses criticisms of international educational studies and describes ways in which such studies can be used advantageously for diagnosis, identification of "what works," and monitoring and accountability. Presents examples of these categories of use. (SLD)

Examined the effect of a form of high-stakes testing, milepost testing, in which tests are only given at selected grade levels. Data from 479 teachers in Kentucky show substantial differences in practice between tested and nontested grades and draws implications for national testing proposals. (SLD)

Educational assessment and, more broadly, educational research in the United States have entered into an era characterized by a dramatic increase in the prevalence and importance of test score use in accountability systems. This volume covers a selection of contemporary issues about testing science and practice that impact the nation's public…

Case studies in six schools in two school districts were used to document the practice of school-based examining in action: identifying the reasons why teachers use it, the problems they encounter, and the various pay-offs which arise. Four ways of using school-based examining were identified: to ease externally-imposed organizational change; to…

Opposing views are expressed on the value of standardized testing (ST) in public schools. The pro-ST view argues that these tests provide comparative data needed to plan and evaluate schools and individuals. The opposing view focuses on problems of reliability, validity, and bias; and on the damage done to children. (IAH)

Policy makers have focused on promoting test-based accountability systems as a tool for correcting a wide variety of educational problems, including low standards, weak motivation, poor curriculum and instruction, inadequate learning, and educational equity. This article argues that the appropriateness of testing, or any other form of assessment,…

High-stakes testing and accountability in the United States cloak the real purpose of assessment--diagnosing learning to inform instruction. Standardized testing drives curricula in many states. Teachers may feel pressured to "teach to the test," although they know it is not best practice. The authors discuss how using several…

This report analyzes the validity issues that arise in the context of educational accountability systems. The report addresses validity from three interlocking perspectives. The first explores the theory of action underlying accountability provisions. It considers problems emerging from the distance between aspirations for accountability in…

The need for an independent mechanism that regulates, or audits, the testing enterprise is discussed along with a critique of current mechanisms for challenging a high-stakes test or its use and the need for independent auditing of the commercial test industry. Models for an auditing mechanism are reviewed. (SLD)

The importance of educational accountability and assessment literacy is recognized as a long-term challenge to the educational system. The complexities in becoming an assessment literate and provide an opportunity to the educators to display their effective learning is discussed.

The recently enacted No Child Left Behind Act of 2001 amends the Elementary and Secondary Education Act of 1965. The new law substantially increases the testing requirements for states and sets demanding accountability standards for schools, districts, and states, including the setting of measurable adequate yearly progress objectives for all…

This document provides detailed information on how to interpret and use the results provided by the Kentucky Core Content Test (KCCT), Writing Portfolio, Norm-referenced Test, and other components of the Commonwealth Accountability Testing System (CATS) administered during the 2001-2002 school year. As required by statute, these reports are…

For several decades there has been a loud outcry from the early childhood education community that assessment, especially standardized assessment, is inappropriate during the early years. As we move through the first decade of the twenty-first century, there is a new public outcry for standards and accountability--even for preschool programs.…

Good reforms can have harmful results if equity effects are ignored. As California implements its accountability system, certain questions must be addressed concerning the system's data use, measurement features (consistency, meaningfulness, achievement growth, achievement gaps among groups), instructional improvement focus, incentives for…

This book presents the views of teachers, teacher educators, and administrators who write about accountability, testing, and standards programs. The chapters are: (1) "From Policy to Practice: The Research" (Allan A. Glatthorn); (2) "New York's Test-Driven Standards" (Jean Fontana); (3) "Voices from a Native American…