by Kevin G. Welner
Assessment use has switched from measurement tools to policy levers. Meaning is created by use, and the intense push for test-based accountability and teacher evaluation policies in the U.S. has fundamentally changed the nature of test use. The core meaning of testing has accordingly been qualitatively changed, and serious policy attention to issues of consequential validity counsels against use of tests to drive policy unless, and until, the results that process itself have been validated for their furtherance of recognized goals.
by David Steiner
This article considers the value of the national move toward value-added measures and our current fascination with objective measurements – a fascination that stems from our collective distrust of our teachers and ourselves, and our reluctance to make judgments about the substantive narratives we teach students.
Education researcher Kadriye Ercikan discusses her co-authored paper, Cautions About Inferences From International Assessments: The Case of PISA 2009. Watch and discuss this episode of The Voice on Vialogues.
by Aaron Kupchik
This commentary reflects on the detrimental effects of excessive school security policies.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2015.