The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
Assessments and Accountability
Abstract
Use of tests and assessments as key elements in five waves of educational reform during the past 50 years are reviewed. These waves include the role of tests in tracking and selection emphasized in the 1950s, the use of tests for program accountability in the 1960s, minimum competency testing programs of the 1970s, school and district accountability of the 1980s, and the standards-based accountability systems of the 1990s. Questions regarding the impact, validity, and generalizability of reported gains, and the credibility of results in high-stakes accountability uses are discussed. Emphasis is given to three issues regarding currently popular accountability systems. These are (a) the role of content standards, (b) the dual goals of high performance standards and common standards for all students, and (c) the validity of accountability models. Some suggestions for dealing with the most severe limitations of accountability are provided.
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Cites
National Council of Teachers of Mathematics
(1979) · The Mathematics Teacher · doi:10.5951/mt.72.8.0637 · Cited by 8,499
Preventing Reading Difficulties in Young Children
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Self-citationA Hierarchical Model for Studying School Effects
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High stakes : testing for tracking, promotion, and graduation
Heubert, J. P., & Hauser, R. M. (1999) · Cited by 713
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Assessing the Thinking Curriculum: New Tools for Educational Reform
Resnick, L. B., & Resnick, D. P. (1992) · Changing Assessments · doi:10.1007/978-94-011-2968-8_3 · Cited by 589
Holding Schools Accountable: Performance-Based Reform in Education
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Cited by
Mentored Learning to Teach According to Standards-Based Reform: A Critical Review
Wang, J., & Odell, S. J. (2002) · Review of Educational Research · doi:10.3102/00346543072003481 · Cited by 587
Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers
Hasbrouck, J., & Tindal, G. A. (2006) · The Reading Teacher · doi:10.1598/rt.59.7.3 · Cited by 566
Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002) · School Science and Mathematics · doi:10.1111/j.1949-8594.2002.tb17883.x · Cited by 564
Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545
The Myth of the Texas Miracle in Education
Haney, W. (2000) · Education Policy Analysis Archives · doi:10.14507/epaa.v8n41.2000 · Cited by 482
Metadata
- Authors
- LINN, R. L.
- Venue
- Educational Researcher
- Published
- 2000-03
- Volume
- 29
- Issue
- 2
- Pages
- 4-16
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W4296149199
- Cited by
- 416
- References
- 29
- FWCI
- 82.01
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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