Influencing Public School Policy in the United States: The Role of Large-Scale Assessments
Saved in:
| 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 |
| 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. |
|---|---|
| ISSN: | 0267-1522 |
| DOI: | 10.1080/02671522.2016.1225355 |
