This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by LINN, R. L. Search for Related Content Social Bookmarking                   What's this?

Assessments and Accountability

The Center for Research on Evaluation, Standards, and Student Testing, University of Colorado, Boulder CO 80309-0249. His area of specialization is education measurement

Use of tests and assessments as key elements in five waves of educational reform during the past 50 years are reviewed. These waves include the role of tests in tracking and selection emphasized in the 1950s, the use of tests for program accountability in the 1960s, minimum competency testing programs of the 1970s, school and district accountability of the 1980s, and the standards-based accountability systems of the 1990s. Questions regarding the impact, validity, and generalizability of reported gains, and the credibility of results in high-stakes accountability uses are discussed. Emphasis is given to three issues regarding currently popular accountability systems. These are (a) the role of content standards, (b) the dual goals of high performance standards and common standards for all students, and (c) the validity of accountability models. Some suggestions for dealing with the most severe limitations of accountability are provided.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				R. W. Solorzano High Stakes Testing: Issues, Implications, and Remedies for English Language Learners Review of Educational Research, June 1, 2008; 78(2): 260 - 329. [Abstract] [Full Text] [PDF]

				S. W. Cawthon Hidden Benefits and Unintended Consequences of No Child Left Behind Policies for Students Who Are Deaf or Hard of Hearing American Educational Research Journal, September 1, 2007; 44(3): 460 - 492. [Abstract] [Full Text] [PDF]

				B. Fuller, J. Wright, K. Gesicki, and E. Kang Gauging Growth: How to Judge No Child Left Behind? Educational Researcher, June 1, 2007; 36(5): 268 - 278. [Abstract] [Full Text] [PDF]

				J. Booher-Jennings Below the Bubble: "Educational Triage" and the Texas Accountability System American Educational Research Journal, January 1, 2005; 42(2): 231 - 268. [Abstract] [PDF]

				L. M. Desimone, T. Smith, D. Baker, and K. Ueno Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective American Educational Research Journal, January 1, 2005; 42(3): 501 - 535. [Abstract] [PDF]

				K. S. Louis, K. Febey, and R. Schroeder State-Mandated Accountability in High Schools: Teachers' Interpretations of a New Era Educational Evaluation and Policy Analysis, January 1, 2005; 27(2): 177 - 204. [Abstract] [PDF]

				J. M. Powers High-Stakes Accountability and Equity: Using Evidence From California's Public Schools Accountability Act to Address the Issues in Williams v. State of California American Educational Research Journal, January 1, 2004; 41(4): 763 - 795. [Abstract] [PDF]

				R. L. Linn Accountability: Responsibility and Reasonable Expectations Educational Researcher, October 1, 2003; 32(7): 3 - 13. [Abstract] [PDF]

				L. S. Hamilton, D. F. McCaffrey, B. M. Stecher, S. P. Klein, A. Robyn, and D. Bugliari Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science Educational Evaluation and Policy Analysis, January 1, 2003; 25(1): 1 - 29. [Abstract] [PDF]

				J. Hannaway and N. Woodroffe Chapter 1: Policy Instruments in Education Review of Research in Education, January 1, 2003; 27(1): 1 - 24. [PDF]

				L. Hamilton Chapter 2: Assessment as a Policy Tool Review of Research in Education, January 1, 2003; 27(1): 25 - 68. [PDF]

				M. R. Buly and S. W. Valencia Below the Bar: Profiles of Students who Fail State Reading Assessments Educational Evaluation and Policy Analysis, January 1, 2002; 24(3): 219 - 239. [Abstract] [PDF]

				M. Roderick, B. A. Jacob, and A. S. Bryk The Impact of High-Stakes Testing in Chicago on Student Achievement in Promotional Gate Grades Educational Evaluation and Policy Analysis, January 1, 2002; 24(4): 333 - 357. [Abstract] [PDF]

				J. Wang and S. J. Odell Mentored Learning to Teach According to Standards-Based Reform: A Critical Review Review of Educational Research, January 1, 2002; 72(3): 481 - 546. [Abstract] [PDF]

				S. J Meisels, D. D. Bickel, J. Nicholson, Y. Xue, and S. Atkins-Burnett Trusting Teachers' Judgments: A Validity Study of a Curriculum-Embedded Performance Assessment in Kindergarten to Grade 3 American Educational Research Journal, January 1, 2001; 38(1): 73 - 95. [Abstract] [PDF]

				M. Roderick and M. Engel The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing Educational Evaluation and Policy Analysis, January 1, 2001; 23(3): 197 - 227. [Abstract] [PDF]

				S. J. Meacham Chapter 5: Literacy at the Crossroads: Movement, Connection, and Communication With in the Research Literature on Literacy and Cultural Diversity Review of Research in Education, January 1, 2000; 25(1): 181 - 208. [PDF]