A Framework for Effective Management of School System Performance
by Lauren B. Resnick, Mary Besterfield-Sacre, Matthew Mehalik, Jennifer Zoltners Sherer & Erica Rosenfeld Halverson — 2007
As standards-based accountability systems have become common in American schools, performance data on state and national tests have become the bottom line of the educational enterprise, with systems for analyzing student test performance and for raising student test scores garnering substantial interest. Calls for data-driven management seem to focus largely on the use of student performance data to help teachers and administrators respond earlier to signals about how students are likely to perform on end-of-year or periodic state and national tests. This form of assessment-driven education focuses almost entirely on student performance—the output of education. The authors of this chapter believe that there is another essential kind of assessment that is needed if student-based assessment is to have its full, intended effect.
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