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ERIC Number: EJ1063736
Record Type: Journal
Publication Date: 2015-Jul
Pages: 35
Abstractor: As Provided
Reference Count: 119
ISBN: N/A
ISSN: ISSN-0895-9048
Consequential Validity of Accountability Policy: Public Understanding of Assessments
Brewer, Curtis; Knoeppel, Robert C.; Lindle, Jane Clark
Educational Policy, v29 n5 p711-745 Jul 2015
Educational accountability policy rests heavily on the assessments used to influence teaching, learning, and school improvement. A long-debated aspect of assessment use, consequential validity, plays an important role in public interpretation of assessment use whether for individual students or for state policy. The purpose of this survey study was to explore stakeholders' perceptions of the variety of tests used in classrooms and schools, especially how testing is used to improve teaching and learning. Results indicated that the majority of stakeholders do not value state assessments and do not see the assessments as useful in the teaching and learning process. However, a proportion of minority respondents were optimistic that state assessments have potential for school improvement.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001