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ERIC Number: ED445120
Record Type: Non-Journal
Publication Date: 2000-Jun-25
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Policy Perspectives on Assessment (Ways To Better Clarify Assessment Issues across Governance Organizations).
Christensen, Doug
Educational policy issues must be seen as statements of intention, with the practice issues of accountability kept separate. Accountability should not be juxtaposed to school improvement. Instead, accountability should be defined broadly as doing the things that improve practice so that the intended results can be achieved. If there is no balance in the definition of accountability, then it will merely result in scorekeeping. School improvement must drive the standards and assessment process or control over the positive impact standards will be lost. To improve achievement, standards-based classrooms must precede the assessment process. Because standards, assessment, and accountability form a new paradigm for the educational process, it is important that innovations come from the classroom and move up, rather than from the state moving down. High stakes testing, or external accountability, tends to drive out good practice. To avoid this, the hierarchy of the school system must be reversed to focus on the classroom first. Teachers must be helped to develop the knowledge, skills, and attitudes to define what students should learn, and then they must learn to determine how they will know students have learned what they should. In Nebraska, the state department of education is trying to create a systems approach to standards, assessment, and accountability that rests on local definition of standards. (SLD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska