Multiple Measures Accountability Systems: A Perspective from Vermont

Autor/in	Fowler, Amy
Titel	Multiple Measures Accountability Systems: A Perspective from Vermont
Quelle	In: Education Policy Analysis Archives, 26 (2018) 11, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Accountability; Educational Policy; State Policy; Educational Assessment; Measurement; Vermont + Suchen Sie Ihr Suchwort? Verantwortung; Politics of education; Bildungspolitik; Education; assessment; Bewertungssystem; Messverfahren
Abstract	In response to Bae's (2018) "Redesigning systems of school accountability: A multiple measures approach to accountability and support," this commentary expands on some key considerations for states and school districts as they seek different ways to support school improvement while also addressing the competing demands of educators, policymakers, and the public. Using examples from Vermont, the author highlights the need for: (1) states and districts to make accountability part of their core statement of values, with a focus on "why" certain measures are selected, not "what" measures are selected; and (2) reciprocal accountability through better collaborations between federal, state and local actors to identify and fund the best investments for education. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01