The Center on Enhancing Early Learning Outcomes (CEELO) was asked to provide information on how other states are approaching the development and implementation of Kindergarten Entry Assessment (KEA) as part of a comprehensive assessment system. Specifically, the request asked for information about KEA measures used by other states, the processes…

From the 1980s to the present, educational accountability in the United States has grown dramatically. Such accountability in U.S. school districts, although driven primarily by external demands, has internal manifestations as well. The chapter traces the historical development of internal evaluation in American school districts, then highlights…

This article discusses the positive and negative consequences of large-scale testing on five key stakeholders of testing results: students, teachers, administrators, policymakers and parents. The factors that affect the nature of testing consequences are also discussed and means that may provide remedies for associated pitfalls are proposed.

Provides an update on the current status of high stakes testing and accountability programs in the United States, conducts a review of important litigation related to high stakes accountability, and highlights best practices for policy makers based on the development of the Arkansas accountability program. (SLD)

It is essential that testing personnel devise methods to communicate understandable and usable information about the effects of schooling to the public. (Author)

Although there has always been some form of accountability in education, in the last decade the American educational system has instituted a new kind of accountability. This accountability has sprung from increased federal involvement in education, states' needs to justify increased educational expenditures, and increased citizen involvement in…

In view of social processes, politics and the logistics of conducting evaluations, several implicit assumptions of the field challenged by findings on innovation implementation are reviewed. These studies have major implications for evaluation practice, evaluator roles, the use of evaluation results, and the federal role in evaluation. (Author/CM)

This brief addresses the benefits and concerns raised by the use of high stakes testing as the centerpiece of new accountability systems. It offers some recommendations for policymakers seeking to incorporate such tests into state accountability systems. High stakes tests can clarify and establish challenging performance expectations for students,…

Discusses reasons for supporting indirect indicators to track higher education's progress in teaching critical thinking, communication, and problem-solving skills. Outlines the primary characteristics of indirect indicators. Provides specific examples of different indirect indicators, analyzing data collection methods. Assesses the viability of…

Alignment of content standards, performance standards, and assessments is crucial. This guide contains information to assist states and districts in aligning their assessment systems to their content and performance standards. It includes a review of current literature, both published and fugitive. The research is woven together with a few basic…

This paper focuses specifically on paper and pencil testing as a tool contributing to a quality teaching force. Information is presented for those who have responsibility or interest in state level policies for using such tests to promote educational quality. Using institutional stages of a teacher's career as an organizing scheme for test use,…

The Connecticut Assessment of Educational Progress (CAEP) is designed to provide legislators and educators with information on the strengths and weaknesses of students in 11 curricula areas. In addition, the Educational Evaluation and Remedial Assistance (EERA) program was developed to assess student proficiency in the basic skills of reading,…

Eight criteria developed by the National Forum on Assessment (Washington, DC) as guidelines for evaluating existing and proposed assessment systems at any level are listed. Criteria call for clear definitions and fair assessments to assist educators and policymakers in improving instruction. Continuous review and improvement are recommended. (SLD)

The Nation's Report Card, formally known as the National Assessment of Educational Progress (NAEP), has been informing the United States about the state of learning since its first survey was conducted in 1969. This report describes how this project, mandated by Congress and funded by the Department of Education, has evolved. It describes the…

This report discusses the outcomes of a survey that questioned states about their development of alternate assessments for students with disabilities who cannot participate, even with accommodations, in state or district-wide assessment programs. In the survey, states were asked about a variety of developmental features of their alternate…