Transforming K-12 assessment: Integrating accountability testing, formative assessment and professional support

Randy Elliot Bennett; Drew H. Gitomer

doi:10.1007/978-1-4020-9964-9_3

Transforming K-12 assessment: Integrating accountability testing, formative assessment and professional support

Randy Elliot Bennett, Drew H. Gitomer

Research output: Chapter in Book/Report/Conference proceeding › Chapter

69 Scopus citations

Abstract

In this chapter, we ask whether advances in cognitive science, psychometrics and technology can transform the accountability paradigm that is currently in place in the United States. Of course, asking this question implies that there are problems with the present enactment of what is known as the No Child Left Behind Act, a system that requires each state regularly to test students in specified grades and subject areas against a state-imposed proficiency standard. We begin the chapter by first describing some of the forces that have led to the heightened emphasis on testing, and then articulate some of the fundamental problems with the system as currently implemented.

Original language	American English
Title of host publication	Educational Assessment in the 21st Century
Subtitle of host publication	Connecting Theory and Practice
Publisher	Springer Netherlands
Pages	43-61
Number of pages	19
ISBN (Print)	9781402099632
DOIs	https://doi.org/10.1007/978-1-4020-9964-9_3
State	Published - 2009
Externally published	Yes

ASJC Scopus subject areas

General Social Sciences
General Arts and Humanities

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10.1007/978-1-4020-9964-9_3

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Transforming K-12 assessment: Integrating accountability testing, formative assessment and professional support

Abstract

ASJC Scopus subject areas

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