Improving Accountability through Expanded Measures of Performance

Autor/inn/en	Hamilton, Laura S.; Schwartz, Heather L.; Stecher, Brian M.; Steele, Jennifer L.
Titel	Improving Accountability through Expanded Measures of Performance
Quelle	In: Journal of Educational Administration, 51 (2013) 4, S.453-475 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578231311325659
Schlagwörter	Accountability; Measures (Individuals); Expertise; Semi Structured Interviews; School Districts; State Departments of Education; Research Universities; Academic Achievement; Educational Environment; College Readiness; Educational Policy; Educational Indicators; Formative Evaluation; Summative Evaluation; Educational Assessment; Federal Legislation; Educational Legislation; Validity; High Stakes Tests; Literature Reviews; State Standards; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Verantwortung; Messdaten; Expert appraisal; School district; Schulbezirk; Kultusministerium; Forschungseinrichtung; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Educational indicato; Bildungsindikator; Education; assessment; Bewertungssystem; Bundesrecht; Bildungsrecht; Schulgesetz; Gültigkeit
Abstract	Purpose: The purpose of this paper is to examine how test-based accountability has influenced school and district practices and explore how states and districts might consider creating expanded systems of measures to address the shortcomings of traditional accountability. It provides research-based guidance for entities that are developing or adopting new measures of school performance. Design/methodology/approach: The study relies on literature review, consultation with expert advisers, review of state and district documentation, and semi-structured interviews with staff at state and local education agencies and research institutions. Findings: The research shows mixed effects of test-based accountability on student achievement and demonstrates that teachers and administrators change their practices in ways that respond to the incentives provided by the system. The review of state and district measurement systems shows widespread use of additional measures of constructs, such as school climate and college readiness. Research limitations/implications: There is a clear need for additional research on the short- and long-term effects of expanded systems of measures. In particular, currently little is known about how the inclusion of input and process measures influences educators' practices or student outcomes. Practical implications: The research suggests several practical steps that can be taken to promote effective systems of measurement, including providing supports for high-quality teaching to accompany new measures, offering flexibility to respond to local needs, and conducting validity studies that address the various purposes of the measures. Originality/value: The paper provides new information about how states and districts are expanding their systems of measures for various purposes, and informs accountability policy by highlighting the benefits and limitations of current outcomes-based approaches to accountability and by clarifying the trade-offs and decisions that should be considered. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10