Assessments and Accountability

TLDR

Tests and assessments have driven five waves of U.S. educational reform over the past 50 years, from tracking and selection in the 1950s to standards‑based accountability in the 1990s. The paper reviews the impact, validity, and generalizability of high‑stakes accountability systems, focusing on content standards, dual performance and common standards, and the validity of accountability models.

Abstract

Use of tests and assessments as key elements in five waves of educational reform during the past 50 years are reviewed. These waves include the role of tests in tracking and selection emphasized in the 1950s, the use of tests for program accountability in the 1960s, minimum competency testing programs of the 1970s, school and district accountability of the 1980s, and the standards-based accountability systems of the 1990s. Questions regarding the impact, validity, and generalizability of reported gains, and the credibility of results in high-stakes accountability uses are discussed. Emphasis is given to three issues regarding currently popular accountability systems. These are (a) the role of content standards, (b) the dual goals of high performance standards and common standards for all students, and (c) the validity of accountability models. Some suggestions for dealing with the most severe limitations of accountability are provided.