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ERIC Number: EJ875267
Record Type: Journal
Publication Date: 2010-Jan
Pages: 19
Abstractor: As Provided
Reference Count: 90
ISBN: N/A
ISSN: ISSN-0022-4308
Test-Based Accountability: Potential Benefits and Pitfalls of Science Assessment with Student Diversity
Penfield, Randall D.; Lee, Okhee
Journal of Research in Science Teaching, v47 n1 p6-24 Jan 2010
Recent test-based accountability policy in the U.S. has involved annually assessing all students in core subjects and holding schools accountable for adequate progress of all students by implementing sanctions when adequate progress is not met. Despite its potential benefits, basing educational policy on assessments developed for a student population of White, middle- and upper-class, and native speakers of English opens the door for numerous pitfalls when the assessments are applied to minority populations including students of color, low SES, and learning English as a new language. There exists a paradox; while minority students are a primary intended beneficiary of the test-based accountability policy, the assessments used in the policy have been shown to have many shortcomings when applied to these students. This article weighs the benefits and pitfalls that test-based accountability brings for minority students. Resolutions to the pitfalls are discussed, and areas for future research are recommended.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A