New Assessments and Teacher Accountability: Lessons for Teachers' Practice

Autor/in	James, Jessalynn
Titel	New Assessments and Teacher Accountability: Lessons for Teachers' Practice
Quelle	In: American Educational Research Journal, 59 (2022) 2, S.252-283 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (James, Jessalynn) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312211024596
Schlagwörter	Teaching Methods; Accountability; Value Added Models; Common Core State Standards; School Districts; Public Schools; Scores; Teacher Evaluation; Educational Change; Teacher Effectiveness; Alignment (Education); Testing; District of Columbia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Common core curriculum; Curriculum; Kerncurriculum; School district; Schulbezirk; Public school; Öffentliche Schule; Teacher appraisal; Lehrerbeurteilung; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Testdurchführung; Testen
Abstract	The transition to new assessments aligned to the Common Core State Standards was a significant turning point in the standards' implementation. Concerns about the transition led districts to suspend the use of value-added scores for evaluating teachers, but changes to other measures, such as classroom observations, were rare. Using data from the Washington, DC Public Schools, I evaluate the effect of the assessment transition on teachers' practice. I find substantial declines in instructional practice, ranging from 13% to 20% of a standard deviation, for teachers in tested grades and subjects when the new exam was introduced. These results suggest that policymakers should consider the ramifications of testing changes on a wider array of teaching outcomes than value-added scores alone. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01