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Assessment and Accountability in Kentucky's School Reform


by Brian Gong & Edward F. Reidy - 1996

In this chapter we examine how Kentucky is dealing with these three goals. First, we examine the tensions between assessment as measurement and accountability as policy in the context of a push for rapid implementation of performance-based assessment of virtually all enrolled students, including those with moderate to severe learning disabilities. We shall also consider the difficulties of moving from student-based assessment to school-level accountability. Next we will use the work with writing portfolios to illustrate problems that arise in balancing assessment and instruction, including the need for changes in statesponsored instruction in scoring and in auditing procedures. Third, to illustrate the movement toward common assessment standards on a state-mandated timeline but with local flexibility and variations in curricular implementations, we will examine Kentucky's efforts to devise a content/assessment framework.

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This article originally appeared as NSSE Yearbook Vol 95, No. 1.


Cite This Article as: Teachers College Record Volume 97 Number 5, 1996, p. 215-233
https://www.tcrecord.org ID Number: 18796, Date Accessed: 10/26/2021 3:58:32 AM

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About the Author
  • Brian Gong
    Kentucky Department of Education
    E-mail Author
    BRIAN GONG is a research consultant in the Bureau of Learning Results Services in the Kentucky Department of Education and a member of the faculty of the School of Education, University of Louisville.
  • Edward Reidy
    Kentucky Department of Education
    E-mail Author
    EDWARD F. REIDY is Deputy Commissioner in the Bureau of Learning Results Services in the Kentucky Department of Education.
 
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