ERIC Number: ED440149
Record Type: Non-Journal
Publication Date: 1999-Jun
Reference Count: N/A
Quadrennial Milepost Accountability Testing in Kentucky. CSE Technical Report.
Stecher, Brian M.; Barron, Sheila I.
Kentucky has been implementing test-based accountability for almost a decade, making it a good site for studying the effects of the milepost testing model. In 1996, a study was undertaken of the impact of standards-based assessment on classroom practices in Kentucky. Kentucky teachers (n=365) were surveyed about their classroom practices and other school practices during the 1996-1997 and 1997-1998 school years. Case studies of a small group of exemplary teachers were also conducted. The 1997-1998 survey involved writing and mathematics teachers, both subjects that were assessed using portfolios. The study confirms some of the positive effects of test-based accountability that have been reported previously, but it also reveals previously unexamined negative consequences arising from high-stakes tests. On the positive side, teachers reacted to the Kentucky Instructional Results Information System by changing their behaviors in ways that were consistent with the specific targets of the system. On the negative side, teachers focused on the most proximal aspects of the system (tests) rather than the more distant goals. The testing and accountability system may be leading teachers to a near-sightedness with several consequences. One is large swings in exposure to specific subjects from year to year. The focus on testing and on milepost grade levels may deflect attention from the cumulative nature of education. (Contains 15 tables and 22 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.; Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Identifiers - Location: Kentucky