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

Autor/inn/en	Schmidt, William H.; Burroughs, Nathan A.
Titel	Influencing Public School Policy in the United States: The Role of Large-Scale Assessments
Quelle	In: Research Papers in Education, 31 (2016) 5, S.567-577 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1225355
Schlagwörter	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; Minnesota; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Schulnote; Studentische Bewertung; Gruppentest; Bildungsforschung; Pädagogische Forschung; Common core curriculum; Curriculum; Kerncurriculum; Influence; Einfluss; Einflussfaktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; USA
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01