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Preparing for High-Stakes Testing.
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Gulek, Cengiz – Theory into Practice, 2003
Describes how to prepare students for high stakes tests in ways that do not detract from real learning, noting the need for teachers to take charge of the assessment process by becoming assessment literate. This means becoming informed as to what constitutes appropriate and inappropriate uses of test results and staying apprised of the latest…
Descriptors: Accountability, Elementary Secondary Education, Evaluation Methods, High Stakes Tests
High-Stakes Testing and the Default Philosophy of Education.
Peer reviewed Peer reviewed
Gunzenhauser, Michael G. – Theory into Practice, 2003
Asserts that high stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills, offering suggestions for what educators can do in the current context (e.g., maintain dialogue in schools, expand internal accountability, engage high standards, connect to higher-order concepts, and…
Descriptors: Accountability, Educational Philosophy, Elementary Secondary Education, Evaluation Methods
Large-Scale Assessments Combined with Curriculum Alignment: Agents of Change.
Peer reviewed Peer reviewed
McGehee, Jean J.; Griffith, Linda K. – Theory into Practice, 2001
Examines the high stakes of large-scale mathematics assessment practices and ways in which they are agents of change, focusing on: types of instruments used; how test design informs instructional practice; how dissemination of test information informs instructional practice; and who is responsible or accountable for results. (SM)
Descriptors: Accountability, Curriculum Development, Elementary Secondary Education, Evaluation Methods
Views from the Classroom: Teachers' Opinions of Statewide Testing Programs.
Peer reviewed Peer reviewed
Abrams, Lisa M.; Pedulla, Joseph J.; Madaus, George F. – Theory into Practice, 2003
Discusses teachers' views on state-mandated testing. Data from a literature review and teacher surveys indicate that high stakes, state-mandated testing can lead to instruction that contradicts teachers' views of sound educational practice. Teachers feel that pressure to raise test scores encourages them to emphasize instructional and assessment…
Descriptors: Academic Achievement, Accountability, Elementary Secondary Education, Evaluation Methods
The Changing Face of Educational Evaluation.
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Worthen, Blaine R.; Sanders, James R. – Theory into Practice, 1991
Describes the rise and evolution of educational evaluation, discussing trends in evaluation that have emerged since 1970 and projecting these trends into tentative estimates for 1991-2010. Paradigmatic and methodological shifts in evaluation that have affected today's educational evaluation are examined. (SM)
Descriptors: Accountability, Educational Assessment, Educational Trends, Elementary Secondary Education
What Happens When School Reform and Accountability Testing Meet?
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Mitchell, Karen J. – Theory into Practice, 1997
Addresses the discord between school-reform efforts and many jurisdictions' accountability requirements. The paper explores the elements of school accountability systems that aid and impede innovative practice. Information comes from principals at 20 reforming schools who spoke about the impact of accountability tests on school reform. (SM)
Descriptors: Accountability, Educational Change, Elementary School Teachers, Elementary Secondary Education
The Impact of Courts on Teacher Competence Testing.
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D'Costa, Ayres G. – Theory into Practice, 1993
Discusses how legal issues impinge upon teacher competency testing, describing key legal provisions (antitrust protection, due process, equal protection, substantial adverse impact, and business necessity), and examining each one's impact on testing and teacher certification. Recommendations to help teacher educators ensure legal, credible, and…
Descriptors: Accountability, Court Role, Due Process, Elementary Secondary Education
Mapping the Landscape of High-Stakes Testing and Accountability Programs.
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Goertz, Margaret; Duffy, Mark – Theory into Practice, 2003
Describes the types of state assessment and accountability policies in place when Congress enacted the No Child Left Behind (NCLB) Act of 2001, noting how districts in eight states responded to these policies and identifying four challenges facing states and districts as they implement the NCLB (e.g., the need to expand the size and scope of state…
Descriptors: Access to Education, Accountability, Educational Legislation, Educational Policy
Learning about Assessment from Native American Schools: Advocacy and Empowerment.
Peer reviewed Peer reviewed
Shields, Carolyn M. – Theory into Practice, 1997
Examines the usefulness of accountability measures for student achievement as empowerment tools for all students, providing examples from Native American schools. The paper posits the need for understanding current standardized testing, demonstrates how content currently tested can help increase the utility of instructional programs, and advocates…
Descriptors: Academic Achievement, Accountability, American Indian Education, American Indians