Testing, Teaching, and Learning A Guide for States and School Districts (1999) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-6
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In addition, only 21 states adopted performance standards by the law's deadline of spring 1998; the rest received waivers to allow them more time. The uneven pace of implementation has led some commentators to suggest revising the program substantially.
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1 0 J J As we studied the research, examined our own experiences, and listened to testimony from state, district, and school officials, the committee kept in mind three underlying principles. First, the committee agreed that the purpose of assessments and accountability is to contribute to and support high levels of student learning, particularly for disadvantaged students who have lagged behind their more advantaged peers.
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In addition, we question the assumption that motivated teachers would seek guidance about improving instruction and districts would provide the support teachers need, largely by making more widely available the existing array of professional development opportunities. As a result of our examination of the theory of action, the committee concludes that the theory needs to be expanded to make explicit the link between standards, assessments, accountability, instruction, and learning.
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They should include: performance categories, performance descriptors, exemplars of performance in each category, and decision rules that enable educators to determine whether students have reached each category. Assessments Assessments in standards-based systems serve a number of purposes: guiding instruction, monitoring school and district performance, holding schools accountable for meeting performance goals, and more.
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. 1 `_ · 1 · 'ln an education Improvement system, data trom assessments provide ~ntormation that teachers and administrators can use to revise their instructional program to enable students to reach challenging standards.
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Assistance should be aimed at strengthening schools' capacity for educating all students to high standards and to building the internal accountability within schools. Without developing school capacity, accountability leads to inappropriate practices, such as efforts to increase test scores without improving student learning.
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