Accountability and Assessments

Paper Summary:

The paper discusses standardized testing and accountability by referring to pedagogical, sociological and psychological concepts. The paper looks at the position that student academic performance is a direct indicator of the abilities of the teacher but also explains how standardized testing and accountability cause teaching to focus on the ability to respond to tests rather than the achievement of authentic knowledge. The paper examines relevant literature that appears to support arguments in favor and against standardized testing. The paper recommends the development of a curriculum that helps prepare the students for high-stakes tests while also helping preserve the integrity and originality of the classroom.

Outline:
Introduction
Statement of Problem
Presentation of Associated Theory
Applicability of Theory in Context
Summary

From the Paper:

"The move to improve the academic performance of students within the public school system in the United States has placed an emphasis on the role played by the teacher in the classroom setting. Proponents of accountability suggest that there are strong research-based correlations between the involvement and abilities of the educator and the outcome demonstrated by students on test scores and other indicators of student academic performance. In contrast, those opposed to accountability stress that it homogenizes the classroom by forcing the educator to remove his or her own involvement with teaching in order to ensure that specific criteria are met on assessment tests. Again, research tends to support this position."

Sample of Sources Used:

• Anderman, Eric. M. & Murdock, Tamera B. (2006). Psychology of Academic Cheating. New York: Elsevier, Inc.
• Child, Dougie. (2005). Product Versus Process: The Term Paper Industry and Its Impact on American Education.. Bangor, ME: Booklocker.
• English, F. W. (2000). Deciding what to Teach and Test: Developing, aligning, and auditing the curriculum. New York: Academic Benchmarks.
• Fuhrman, S. H. & Elmore, R. F. (2004). Re-Designing Accountability Systems for Education. New York: Teachers College Press.
• Hamilton, L. S. & Koretz, D. M. (2002). Tests and their use in test-based accountability systems. Retrieved 16 January 2007 from http://rand.org/pubs/monograph_reports/MR1554/MR1554.ch2.pdf.

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