NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ834396
Record Type: Journal
Publication Date: 2005-Jan
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1536-6367
Ah, the Real World
Popham, W. James; Keller, Tom; Moulding, Brett; Pellegrino, James; Sandifer, Paul
Measurement: Interdisciplinary Research and Perspectives, v3 n3 p194-197 Jan 2005
This article presents a rejoinder to the commentaries on the authors' article titled, "Instructionally Supportive Accountability Tests in Science: A Viable Assessment Option?" The commentaries offer a series of well warranted cautions regarding the adoption of any form of large-scale accountability testing. However, the authors contend that, taking these cautions into serious consideration, science education in the United States will soon be influenced greatly by 50 sets of NCLB tests. The authors assert that instructionally supportive accountability tests represent the most appropriate way to cope with the realities of the current NCLB-governed educational scene in the United States. Here, the authors briefly discuss a few specific points in the comments. They stress that instructionally supportive accountability tests can, in today's world, play a useful role in stimulating suitable science instruction.
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; Opinion Papers
Education Level: Elementary 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