Paul B. Ash of Lexington Public Schools, Massachusetts responds to Iris C. Rotberg and warns that international exams may measure student knowledge and skills on an international basis, but they were not designed to measure the factors that contributed to student success within a nation.
Recently in School accountability Category
March 28, 2014
March 27, 2014
Iris C. Rotberg of The George Washington University cautions: international test-score comparisons have become a diversion that detracts attention from the factors that can make a difference in scientific innovation and competitiveness.
March 25, 2014
Carla Santorno of Tacoma Public Schools, Washington responds to Engel and Feuer and warns that looking at results of international large-scale assessment only from a competitive perspective does not tell the whole story.
March 23, 2014
Laura C. Engel and Michael J. Feuer of The George Washington University debunk five prevailing myths about international large-scale assessments (ILSAs).
March 21, 2014
Joshua Starr of Montgomery County Public Schools, Maryland responds to Eva L. Baker and identifies the "conditions for success" that are necessary in every school in order to drive increased student achievement.
March 20, 2014
Eva L. Baker of UCLA asserts: assessment must be exceptionally transparent to those engaged in teaching and learning. Good transparency occurs when test content can be clearly summarized without giving away the specific questions.
March 17, 2014
Test use has consequences. What we need is more formal training, discussion, and cross-learning among key constituent groups to improve understandings of how common validity issues arise, with a view towards pre-empting unintended and adverse consequences in future.
March 17, 2014
Today test-makers, public officials, and business and foundation leaders, not educators, dominate that discourse. A better balance is badly needed; front-line educators must be brought into the discussion.