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ERIC Number: EJ834394
Record Type: Journal
Publication Date: 2005-Jan
Pages: 59
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1536-6367
Instructionally Supportive Accountability Tests in Science: A Viable Assessment Option?
Popham, W. James; Keller, Tom; Moulding, Brett; Pellegrino, James; Sandifer, Paul
Measurement: Interdisciplinary Research and Perspectives, v3 n3 p121-179 Jan 2005
Instructionally supportive accountability tests (a) measure students' mastery of only a modest number of extraordinarily important curricular aims; (b) describe what is to be assessed in clear, teacher-palatable language; and (c) report each student's results for every curricular aim assessed. To determine the suitability of such assessments to serve as the upcoming federally mandated science tests in the United States, an analysis of the potential applicability of instructionally supportive accountability tests in the field of physical science was carried out. It was concluded that this genre of accountability tests constitutes a viable option to satisfy U.S. requirements for accountability assessment in science. Such tests, while providing accurate school-evaluation data, can also serve as catalysts for improved instruction. (Contains 5 figures and 2 footnotes.)
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Intermediate Grades; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001