ERIC Number: EJ989710
Record Type: Journal
Publication Date: 2012-Jan
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-8326
EISSN: N/A
Science Education and Test-Based Accountability: Reviewing Their Relationship and Exploring Implications for Future Policy
Anderson, Kevin J. B.
Science Education, v96 n1 p104-129 Jan 2012
Assuming that quality science education plays a role in economic growth within a country, it becomes important to understand how education policy might influence science education teaching and learning. This integrative research review draws on Cooper's methodology (Cooper, 1982; Cooper & Hedges, 2009) to synthesize empirical findings on the relationship between science education and test-based accountability policies. Current accountability policy, particularly at the federal level, is intended to influence educators to more fully consider the needs of "all" students; however, research suggests that, under these policies, many research-based reform efforts in science become sidetracked, teacher practice becomes more fact based, science is taught less, teachers become less satisfied, and many students' needs are not met. Therefore, a clear understanding of educators' perceptions of the impacts of current test-based accountability policies should guide the development and implementation of the next generation of national science standards and subsequent large-scale assessments. By also delineating the limitations of the research into the perceived connections between test-based accountability and science education, this synthesis reveals further research to be done. Finally, this paper details what the reviewed research suggests for improvements to K-12 science education accountability policies. (Contains 1 table and 1 footnote.)
Descriptors: Accountability, Educational Change, Elementary Secondary Education, Federal Programs, Measurement, Educational Improvement, Research Needs, Literature Reviews, Synthesis, Research Reports, Educational Testing, Evaluation Criteria, Science Education, Educational Policy, Policy Analysis, Academic Standards, Educational History, Federal Legislation, Educational Indicators, High Stakes Tests, English Language Learners, Problems
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001; Race to the Top
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Program for International Student Assessment
Grant or Contract Numbers: N/A