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ERIC Number: ED483383
Record Type: Non-Journal
Publication Date: 2004
Pages: 7
Abstractor: ERIC
Accountability Systems in Support of Students Learning: Moving to the Next Generation. CRESST Line, Spring 2004
Herman, Joan L.; Baker, Eva L.; Linn, Robert L.
Center for Research on Evaluation Standards and Student Testing CRESST
This focus of this newsletter asserts that if one accepts that accountability systems are intended to serve both symbolic and technical functions, one can ask how well they are operating symbolically to motivate action and how well they are doing in providing adequate technical information to support intended inferences. In this column, it is argued that while accountability may be accomplishing its motivational goals, current systems may be technically inadequate for serving ultimate goals of improving student learning. While the federal government recently has offered states new flexibility in counting students for AYP purposes, important issues remain in optimizing the learning value of accountability assessments. Unless and until they seriously incorporate local and/or classroom assessment (performance assessment), accountability systems cannot assure adequate reliability and validity for individual decision-making purposes and cannot provide necessary information to support student learning. One idea for system design is presented by the authors here.
Center for the Study of Evaluation (CSE)/National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 300 Charles E. Young Drive North, GSE&IS Bldg., 3rd Flr./Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Grant or Contract Numbers: N/A