Instructionally Supportive Accountability Tests in Science: A Viable Assessment Option?

Autor/inn/en	Popham, W. James; Keller, Tom; Moulding, Brett; Pellegrino, James; Sandifer, Paul
Titel	Instructionally Supportive Accountability Tests in Science: A Viable Assessment Option?
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 3 (2005) 3, S.121-179 (59 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
Schlagwörter	Science Tests; Physical Sciences; Accountability; Educational Legislation; Federal Legislation; High Stakes Tests; Instructional Improvement; Academic Standards; Student Attitudes; Student Evaluation; Attitude Measures; Science Achievement; United States + Suchen Sie Ihr Suchwort? Natural sciences; Naturwissenschaften; Naturwissenschaft; Verantwortung; Bildungsrecht; Schulgesetz; Bundesrecht; Unterrichtsqualität; Schülerverhalten; Schulnote; Studentische Bewertung; USA
Abstract	Instructionally supportive accountability tests (a) measure students' mastery of only a modest number of extraordinarily important curricular aims; (b) describe what is to be assessed in clear, teacher-palatable language; and (c) report each student's results for every curricular aim assessed. To determine the suitability of such assessments to serve as the upcoming federally mandated science tests in the United States, an analysis of the potential applicability of instructionally supportive accountability tests in the field of physical science was carried out. It was concluded that this genre of accountability tests constitutes a viable option to satisfy U.S. requirements for accountability assessment in science. Such tests, while providing accurate school-evaluation data, can also serve as catalysts for improved instruction. (Contains 5 figures and 2 footnotes.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10