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Direct linkMacqueen, Susy; Knoch, Ute; Wigglesworth, Gillian; Nordlinger, Rachel; Singer, Ruth; McNamara, Tim; Brickle, Rhianna – Language Testing, 2019
All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia's "National Assessment Program--Literacy and Numeracy" (NAPLAN), the…
Descriptors: Numeracy, Standardized Tests, National Curriculum, Testing Programs
Chalhoub-Deville, Micheline – Language Testing, 2016
Educational policies such as Race to the Top in the USA affirm a central role for testing systems in government-driven reform efforts. Such reform policies are often referred to as the global education reform movement (GERM). Changes observed with the GERM style of testing demand socially engaged validity theories that include consequential…
Descriptors: Educational Change, Educational Policy, Testing, Validity
Stansfield, Charles W. – Language Testing, 2011
The No Child Left Behind (NCLB) Act (US Government, 2001), the current iteration of the Elementary and Secondary Education Act of 1965, makes it clear that states, districts, schools and teachers are accountable for the education of English language learners (ELLs), as well as all other students. To implement an accountability system, NCLB…
Descriptors: Federal Legislation, Accountability, School Districts, Teacher Responsibility
