Beyond Standardization in School Accountability

Neither of these aims is being met under the No Child Left Behind Act, as Part I of this paper explains. Part II uses the groundwork of informative and cognitively constructive aims to eliminate ambiguities in the meaning of multiple measures. Such ambiguities have impeded substantive uses of multiple indicators. Part III describes the components of a system of multiple measures. This system would not be simple or easy to build, but it stands a far greater chance of producing genuine benefits across a wide range of students than a system based on a single high-stakes test. Part IV provides some policy recommendations that may be useful in revising NCLB, so that it can begin to address informative and cognitively constructive aims.

[1]  Jaekyung Lee,et al.  Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps , 2006 .

[2]  Hoi K. Suen,et al.  Chronic Consequences of High‐Stakes Testing? Lessons from the Chinese Civil Service Exam , 2006, Comparative Education Review.

[3]  Gail L. Sunderman.  The Unraveling of No Child Left Behind: How Negotiated Changes Transform the Law. , 2006 .

[4]  Gail L. Sunderman,et al.  The Unraveling of No Child Left Behind , 2006 .

[5]  L. Olson.  Room to Maneuver. , 2005 .

[6]  Gail L. Sunderman,et al.  Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity , 2005 .

[7]  Richard J. Stiggins,et al.  The Unfulfilled Promise of Classroom Assessment , 2005 .

[8]  D. Bandalos.  Can a Teacher‐Led State Assessment System Work? , 2005 .

[9]  Barbara S. Plake,et al.  A Strategy for Evaluating District Developed Assessments for State Accountability , 2005 .

[10]  D. Koretz.  Using Multiple Measures to Address Perverse Incentives and Score Inflation , 2005 .

[11]  Kenneth K. Wong,et al.  The Impact of Accountability on Racial and Socioeconomic Equity: Considering Both School Resources and Achievement Outcomes , 2004 .

[12]  L. Darling-Hammond.  Inequality and the Right to Learn: Access to Qualified Teachers in California's Public Schools. , 2004 .

[13]  Paul Wright,et al.  Controlling for Student Background in Value-Added Assessment of Teachers , 2004 .

[14]  George Farkas,et al.  The Black-White Test Score Gap , 2004 .

[15]  M. Kornhaber,et al.  Raising Standards or Raising Barriers?: Inequality and High Stakes Testing in Public Education , 2001 .

[16]  L. Shepard.  The Role of Assessment in a Learning Culture , 2000 .

[17]  George Smith.  Research and Inspection: Hmi and OFSTED, 1981-1996 - a commentary , 2000 .

[18]  R. Dorit,et al.  Should We End Social Promotion? Truth and Consequences. , 2000 .

[19]  L. Darling-Hammond.  New Standards and Old Inequalities: School Reform and the Education of African American Students , 2000 .

[20]  A. Pallas,et al.  The Development and Impact of High Stakes Testing. , 1999 .

[21]  Daniel Koretz,et al.  Large‐scale Portfolio Assessments in the US: evidence pertaining to the quality of measurement , 1998 .

[22]  B. Stecher,et al.  The Local Benefits and Burdens of Large‐scale Portfolio Assessment , 1998 .

[23]  William L. Sanders,et al.  Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research , 1998 .

[24]  Robert E. Stake,et al.  Some Comments on Assessment in U.S. Education , 1998 .

[25]  P. Black,et al.  Assessment and Classroom Learning , 1998 .

[26]  E. Bolton.  HMI—the Thatcher Years , 1998 .

[27]  E. Baker,et al.  Chapter IV: Can Performance-Based Student Assessments be Psychometrically Sound? , 1996, Teachers College Record: The Voice of Scholarship in Education.

[28]  H. Gardner,et al.  Varieties of Excellence: Identifying and Assessing Children's Talents. A Series on Authentic Assessment and Accountability. , 1993 .

[29]  Howard Gardner,et al.  Chapter 2: To Use Their Minds Well: Investigating New Forms of Student Assessment , 1991 .

[30]  J. Frederiksen,et al.  A Systems Approach to Educational Testing , 1989 .

[31]  Lorrie A. Shepard,et al.  Flunking Grades: Research and Policies on Retention , 1989 .

[32]  T. Crooks.  The Impact of Classroom Evaluation Practices on Students , 1988 .

[33]  Linda M. McNeil,et al.  Contradictions of Control: School Structure and School Knowledge , 1988 .

[34]  B. Fuller,et al.  Is the No Child Left Behind Act Working? The Reliability of How States Track Achievement. Working Paper 06-1. , 2006 .

[35]  Jennifer Booher-Jennings,et al.  Below the Bubble: “Educational Triage” and the Texas Accountability System , 2005 .

[36]  D. Wiliam.  Keeping learning on track: integrating assessment with instruction 12 , 2004 .

[37]  G. Orfield.  Dropouts in America: Confronting the Graduation Rate Crisis , 2004 .

[38]  James W. Pellegrino,et al.  Knowing What Students Know. , 2003 .

[39]  Stephen Chappuis,et al.  Classroom Assessment for Learning. , 2002 .

[40]  Dylan Wiliam,et al.  An overview of the relationship between assessment and the curriculum , 2001 .

[41]  Linda M. Mcneil,et al.  The Harmful Impact of the TAAS System of Testing in Texas: Beneath the Accountability Rhetoric. , 2000 .

[42]  S. Klein,et al.  ISSUE PAPER: What Do Test Scores in Texas Tell Us? , 2000 .

[43]  Jay P. Heubert,et al.  High stakes : testing for tracking, promotion, and graduation , 1999 .

[44]  Daniel Koretz,et al.  The Validity of Gains in Scores on the Kentucky Instructional Results Information System (KIRIS). , 1998 .

[45]  Grant Wiggins,et al.  Educative Assessment: Designing Assessments to Inform and Improve Student Performance , 1998 .

[46]  Lorraine M. McDonnell,et al.  Educating One & All: Students with Disabilities and Standards-Based Reform. , 1997 .

[47]  Joan Boykoff Baron,et al.  Performance-based student assessment : challenges and possibilities , 1996 .

[48]  Benefits for Environmental Decisions,et al.  Commission On Behavioral and Social Sciences And Education , 1990 .

[49]  John R. Anderson,et al.  The Transfer of Cognitive Skill , 1989 .

[50]  W. D. Gray,et al.  Transfer of Cognitive Skills , 1987 .