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An Impending Avalanche of Achievement Testing |
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| Whether federally required accountability requirements, as called for in the NCLB Act, have a positive or negative impact on schooling will depend almost exclusively on the kinds of state-level tests chosen to implement this influential federal law. |
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Are Your State’s NCLB Tests Instructionally Insensitive? (Here’s How to Tell) |
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| This analysis, written to help individuals determine if their state’s NCLB tests were instructionally sensitive or instructionally insensitive, identifies three essential attributes of an instructionally sensitive accountability test. |
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Attributes of Curricular Targets for NCLB Tests |
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| How can we identify suitable curricular aims to be assessed by state-level NCLB achievement tests? In this one-page document, seven desirable attributes of appropriate curricular targets for NCLB tests are identified and briefly described. |
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Dereliction Discontinued: How AERA Can Help Deter Today’s Misuse of High-Stakes Tests |
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| This essay represented the author’s unsuccessful attempt to spur the American Educational Research Association to take a proactive stance regarding the kinds of accountability tests that would soon be called for by the emerging federal legislation that ultimately became the NCLB Act. |
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Illustrative Language for a State-Level RFP |
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| This illustrative request for proposals (RFP) can be adopted or adapted by state officials who wish to secure the services of an external contractor to prepare instructionally supportive accountability tests (such as those state-level tests needed for NCLB). |
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Instructionally Supportive NCLB Tests in Science |
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| In this brief essay the author raises issues regarding how best to develop NCLB science tests. Parallels are drawn between assessing a student’s science-as-inquiry skills and a student’s written-composition skills. |
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Key Steps in the Development of Instructionally Supportive Accountability Tests |
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| In this graphic, six steps are identified for developing instructionally supportive accountability tests. Although a similar developmental sequence could be used for the creation of traditional achievement tests, a focus on a small number of significant, well-described, and properly reported curricular aims makes the resulting accountability test... |
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Pressured to Make Progress |
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| In anticipation of the adequate-yearly-progress requirement of the NCLB Act, this essay contrasts the inappropriateness of traditional achievement tests with the appropriateness of instructionally supportive accountability tests. |
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Students—and School Boards—at Risk |
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| This brief analysis is intended to alert school board members to the adverse impact that the NCLB Act is likely to have on the students they govern—if the wrong kinds of accountability tests are employed to implement the law. |
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The Debasement of Student Proficiency |
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| In this essay a warning is issued that officials in some states may attempt to decrease the number of their state’s educators who “fail” adequate yearly progress by conceptualizing student proficiency in an absurdly low-level manner. |
