by Debra Ingram, Karen Seashore Louis & Roger Schroeder 2004
One assumption underlying accountability policies is that results from standardized tests and other sources will be used to make decisions about school and classroom practice. We explore this assumption using data from a longitudinal study of nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices.
by Lesley Rex & Matthew Nelson 2004
In this article, we present profiles of two high school English teachers and their classrooms as the teachers responded to mandated high-stakes test accountability.
by Michael Russell & Lisa Abrams 2004
This study examines the extent to which teachers believe they are modifying instructional uses of computers for writing in response to state testing programs.
by Linda Darling-Hammond 2003
Standards-based reform was proposed as a means to bring coherence to the education system and trigger reforms and investments targeted at greater learning. These benefits have materialized in some states but not others, depending on their strategies for change. This article proposes mid-course corrections needed to ensure that standards-based reforms support student success, rather than punishing those who are already underserved.
by Martha Casas 2003
This commentary considers the contradiction of using standardized tests to assess authentic learning.
by Michael Russell & Tom Plati 2001
An examination of the impact of the mode of test administration on student performance
by William Firestone & David Mayrowetz 2000
Based on interviews and observations, the authors suggest that some of the complaints about high stakes testing are overstated. Yet, they doubt that such stakes will influence pedagogical practice without more learning opportunities for teachers.
by Leslie Seifert 2000
A commentary on the new Regents Exams in New York
by Anne Wheelock, Damian Bebell & Walt Haney 2000
The reponses of students asked to draw themselves as test-takers in Massachusetts raise questions about the policy assumption that all students will respond in a uniform and positive manner to high stakes testing.
by Anne Wheelock, Damian Bebell & Walt Haney 2000
A study of students' self-portraits as test-takers in Massachusetts stimulates discussion of the variation in students' responses to high-stakes testing according to individual idiosyncracies, grade level, and school context.
by Stafford Hood & Laurence Parker 1991
Discusses the negative impact of teacher certification testing on African-American teacher candidates, noting the Supreme Court's Wards Cove versus Antonio decision which may foreclose previously successful court settlements regarding the impact of teacher testing on minorities. The article reviews procedures for establishing test validity and major cases addressing such procedures.
