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Influencing Public School Policy in the United States: The Role of Large-Scale Assessments

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Title: Influencing Public School Policy in the United States: The Role of Large-Scale Assessments
Language: English
Authors: Schmidt, William H., Burroughs, Nathan A.
Source: Research Papers in Education. 2016 31(5):567-577.
Availability: Routledge. 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
Peer Reviewed: Y
Page Count: 11
Publication Date: 2016
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Public Schools, Educational Policy, Student Evaluation, Group Testing, Educational Research, National Competency Tests, International Assessment, National Standards, State Policy, Common Core State Standards, Influences, Achievement Tests, Elementary Secondary Education, Foreign Countries, Mathematics Achievement, Mathematics Tests, Science Achievement, Science Tests
Geographic Terms: Minnesota, United States
Assessment and Survey Identifiers: Trends in International Mathematics and Science Study
DOI: 10.1080/02671522.2016.1225355
ISSN: 0267-1522
Abstract: The authors review the influence of state, national and international large-scale assessments (LSAs) on education policy and research. They distinguish between two main uses of LSAs: as a means for conducting research that informs educational reform and LSAs as a tool for implementing standards and enforcing accountability. The authors discuss the influence of the international TIMSS study on US mathematics standards and the development of the Common Core as an example of LSA's potential for research-based reform. They also examine how the controversy over using assessments to evaluate teacher performance suggests some of the problems with using LSAs as a lever for policy. They conclude by suggesting that the "assessment to inform policy" model may be more promising (and yield greater long-term fruits) than an "assessment as policy" model.
Abstractor: As Provided
Number of References: 49
Entry Date: 2016
Accession Number: EJ1118242
Database: ERIC
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  Data: Routledge. 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
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  Data: <searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: The authors review the influence of state, national and international large-scale assessments (LSAs) on education policy and research. They distinguish between two main uses of LSAs: as a means for conducting research that informs educational reform and LSAs as a tool for implementing standards and enforcing accountability. The authors discuss the influence of the international TIMSS study on US mathematics standards and the development of the Common Core as an example of LSA's potential for research-based reform. They also examine how the controversy over using assessments to evaluate teacher performance suggests some of the problems with using LSAs as a lever for policy. They conclude by suggesting that the "assessment to inform policy" model may be more promising (and yield greater long-term fruits) than an "assessment as policy" model.
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