Historically, educational policymakers have focused on and invested heavily in accountability testing of "learning" to leverage improvement in student learning. Through accountability testing, policy makers aim to communicate standards, establish performance goals, provide data through which educators can analyze and improve school…

The reauthorization of No Child Left Behind (NCLB) makes this a good time to consider whether and how current accountability serves the public interest and whether and how it can better do so. This report explores these issues in the context of the current literature on the effects of accountability in K-12 education. It considers the meaning…

Discusses the possible disjunct between what is good for large-scale assessment and what is good for teaching and learning. Represents one attempt to "marry" large-scale and classroom perspectives. Presents background and rationale for a new narrative rubric that was designed to support classroom instruction. Presents evidence for the…

A formative evaluation minimum competency test model is examined. The model systematically uses assessment information to support and facilitate program improvement. In terms of the model, four inter-related qualities are essential for a sound testing program. The content validity perspective looks at how well the district has defined competency…

An evaluation plan based on the STAR (Sensible Technology Assessment/Research) model will be used to evaluate the Apple Classroom of Tomorrow (ACOT). Visits to three ACOT schools and interviews with their teachers, students, and administrators were used to obtain an initial understanding of what ACOT means to the process and outcomes of…