The Dark Side of Assessment Literacy: Avoiding the Perils of Accountability

Autor/in	Guskey, Thomas R.
Titel	The Dark Side of Assessment Literacy: Avoiding the Perils of Accountability
Quelle	In: AASA Journal of Scholarship & Practice, 17 (2020) 1, S.7-15 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Assessment Literacy; Accountability; Classroom Techniques; High Stakes Tests; Teacher Attitudes; State Programs; Policy Formation; Student Evaluation; Kentucky + Suchen Sie Ihr Suchwort? Verantwortung; Klassenführung; Lehrerverhalten; Regierungsprogramm; Politische Betätigung; Schulnote; Studentische Bewertung
Abstract	Educational measurement and evaluation experts generally agree that increasing stakeholders' assessment literacy will yield a variety of positive benefits, especially broadening the range of assessment formats teachers use to measure students' mastery of high level, more cognitively complex learning outcomes. But in the context of education accountability as currently structured in American schools, such efforts also may lead teachers to become more sophisticated in test preparation activities and to narrow both their instruction and classroom assessment practices specifically to enhance students' performance on prescribed, annual high-stakes accountability assessments. This article explains why that is so, describes the process by which it occurred in one state, and offers specific suggestions as to how it might be avoided. (As Provided).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01