Recently in School accountability Category

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April 15, 2014

Wasting the Lessons of Assessment History

Mort Sherman of American Association of School Administrators responds to Henry Braun and suggests life beyond the efficiently scored tests that we are so dependent on. Particularly, he calls for a closer look at students' dispositions such as persistence, self regulation, and self evaluation.

April 14, 2014

Merits of International Assessments

Henry Braun of Boston College concludes that the rich data generated by international large-scale assessments, in conjunction with other relevant evidence, provide unique insights that can challenge unmerited complacency and establish worthy benchmarks for educators and policymakers to aim for.

April 11, 2014

Catnip for Politicians: International Assessments

The horse-race mentality dominates the conversation about international large scale assessments (ILSAs). However, the assessment design of ILSAs is simply incomprehensible to the lay audience. It's time to start a conversation among the measurement experts, politicians, and the educators.

April 10, 2014

Back to the Future in International Assessments

Oren Pizmony-Levy of Teachers College, Columbia University reports that in the past two decades research-oriented rationale of international large-scale assessments was replaced by a more policy-oriented rationale, one that reinforces the "horse race" discourse.

April 08, 2014

Mimic the Classroom

Jeff Charbonneau of Zillah High School responds to Susan Fuhrman and calls for a system that looks at the entirety of the student experience. One that uses tests as a small fraction of the whole.

April 07, 2014

Varied Measures for Varied Purposes

Susan H. Fuhrman of Teachers College, Columbia University, recommends moving to a matrix sampling design for school accountability can provide good information on school progress without narrowing the curriculum.

April 04, 2014

Duct Tape Won't Fix Formative Assessments

Steven Ladd of Elk Grove Schools, California responds to Neal Kingston and concludes: focus on test scores detracts attention from the serious underrepresentation of low-income populations in STEM and a growing gap in income and access.

April 04, 2014

Honestly Prioritizing Assessment Design for Instruction

Neal Kingston of University of Kansas warns: No one test can serve multiple purposes equally well. We need to choose the most important goal for a testing program and focus on achieving it.

April 01, 2014

K-12 Assessments Are More Art Than Science

Michael V. McGill of Scarsdale Public Schools, New York responds to Edmund W. Gordon and emphasizes: the "science" of measurement adds value to education only when it's applied in a spirit of humility and guided by sound human judgment.

March 31, 2014

Measurement Science Can Do More for Education!

Edmund W. Gordon of The Gordon Commission calls for assessment FOR education.

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