A litmus test of school accountability policy effects in Korea: cross-validating high-stakes test results for academic excellence and equity

2019 ◽  
Vol 39 (4) ◽  
pp. 517-531 ◽  
Author(s):  
Jaekyung Lee ◽  
Chungseo Kang
Keyword(s):  
School Accountability ◽  
Academic Excellence ◽  
Test Results ◽  
High Stakes ◽  
Policy Effects ◽  
Accountability Policy ◽  
Litmus Test

scholarly journals Examining the Existence of “Teaching to the Test” at SSC Level in Bangladesh

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Driving Forces ◽  
Test Results ◽  
High Stakes ◽  
Test Technique ◽  
Teacher Interview ◽  
Teaching To The Test ◽  
Teaching Context ◽  
Research Findings

The paper aims at examining the influence of Secondary School Certificate (SSC) English language test on teaching in the existing CLT-based teaching context in Bangladesh. It is a fact that SSC test results continue to influence the total educational career of a student including his admission into Higher Secondary Certificate (HSC) level and subsequently at tertiary level study. Later on, SSC result is one of the vital determinants of his employment. As a result, the washback effect i.e. effect of test (SSC EFL tests) on teaching and learning of this high stakes test cannot be ruled out. The overwhelming use of test results in different academic and professional affairs in the context of Bangladesh has made the effect of washback a distinctive educational phenomenon. This study presents preliminary research findings on the SSC EFL test’s influence on teaching in Bangladesh by applying various methodological techniques such as classroom observation and teacher interview in sampled schools located in Chittagong, Bangladesh. The analysed data revealed that SSC EFL test technique is one of the driving forces that shape teaching. Teachers’ teaching is confined to only those tasks and activities which are commonly set in the tests. Now it is difficult to deny that that teaching to the test is a harsh reality at SSC level classrooms in Bangladesh.

School Accountability

2018 ◽  
pp. 520-550
Author(s):  
Morgan Polikoff ◽  
Shira Korn
Keyword(s):  
No Child Left Behind ◽  
The United States ◽  
School Accountability ◽  
Unintended Consequences ◽  
Accountability Systems ◽  
Left Behind ◽  
Policy Choices ◽  
Accountability Policy ◽  
Improve Student Achievement ◽  
Every Student Succeeds Act

This chapter summarizes the history and effects of standards-based school accountability in the United States and offers suggestions for accountability policy moving forward. It analyzes standards-based accountability in both the No Child Left Behind Act and the Every Student Succeeds Act, and discusses the effects of accountability systems. The authors argue that school accountability systems can improve student achievement, but that unintended consequences are possible. How accountability systems are designed—the metrics and measures used and the consequences for performance—has both symbolic and practical implications for the efficacy of the system and the individuals affected. Synthesizing what is known about the design of school accountability systems, the authors propose policy choices that can improve the validity, reliability, transparency, and fairness of these systems.

Improving the Acceptability of Teacher Assessment for Accountability Purposes - Some Proposals within an English System

CADMO ◽  
2009 ◽  
pp. 39-53
Author(s):  
Sarah Maughan
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Teacher Assessment ◽  
Test Results ◽  
High Stakes ◽  
Accountability System ◽  
The World ◽  
English System ◽  
Over Time

- The National Curriculum was introduced in England after the Education Reform Act of 1988. The compulsory curriculum is made up of four key stages, and until very recently there have been high stakes assessment at the end of each stage. Over time additional tests and examinations were added to the system leading to English children being some of the most tested in the world. In parallel to this, the use of test results to hold schools and teachers to account has emerged as one of the key purposes of the tests and examinations. This article describes the use of the results for accountability purposes, and the ever increasing criticism of this due to the distorting effects it has on teaching and learning. A number of recent changes to the system, in response to the criticisms, mean that test results are no longer available at all the stages to meet the accountability purpose. The article discusses whether the teacher assessment that has been proposed as a replacement could be used for accountability purposes in such a high stakes system, or whether the accountability system will be forced to change.

A summative, Objective, Structured, Clinical Examination in ENT used to assess postgraduate doctors after one year of ENT training, as part of the Diploma of Otorhinolaryngology, Head and Neck Surgery

2009 ◽  
Vol 123 (10) ◽  
pp. 1155-1159 ◽  
Author(s):  
A B Drake-Lee ◽  
D Skinner ◽  
M Hawthorne ◽  
R Clarke ◽  
Keyword(s):  
Clinical Examination ◽  
Neck Surgery ◽  
Objective Structured Clinical Examination ◽  
Test Results ◽  
High Stakes ◽  
Education Literature ◽  
Pass Mark ◽  
One Year ◽  
The Uk ◽  
Medical Examinations

AbstractContext:‘High stakes’ postgraduate medical examinations should conform to current educational standards. In the UK and Ireland, national assessments in surgery are devised and managed through the examination structure of the Royal Colleges of Surgeons. Their efforts are not reported in the medical education literature. In the current paper, we aim to clarify this process.Objectives:To replace the clinical section of the Diploma of Otorhinolaryngology with an Objective, Structured, Clinical Examination, and to set the level of the assessment at one year of postgraduate training in the specialty.Methods:After ‘blueprinting’ against the whole curriculum, an Objective, Structured, Clinical Examination comprising 25 stations was divided into six clinical stations and 19 other stations exploring written case histories, instruments, test results, written communication skills and interpretation skills. The pass mark was set using a modified borderline method and other methods, and statistical analysis of the results was performed.Results:The results of nine examinations between May 2004 and May 2008 are presented. The pass mark varied between 68 and 82 per cent. Internal consistency was good, with a Cronbach's α value of 0.99 for all examinations and split-half statistics varying from 0.96 to 0.99. Different standard settings gave similar pass marks.Conclusions:We have developed a summative, Objective, Structured, Clinical Examination for doctors training in otorhinolaryngology, reported herein. The objectives and standards of setting a high quality assessment were met.

The Impact of High-Stakes Testing in Chicago on Student Achievement in Promotional Gate Grades

2002 ◽  
Vol 24 (4) ◽  
pp. 333-357 ◽  
Author(s):  
Melissa Roderick ◽  
Brian A. Jacob ◽  
Anthony S. Bryk
Keyword(s):  
Student Achievement ◽  
Grade Level ◽  
Test Score ◽  
Hierarchical Linear Model ◽  
Value Added ◽  
High Stakes Testing ◽  
Learning Gains ◽  
High Stakes ◽  
Policy Effects ◽  
The Impact

This article analyzes the impact of high-stakes testing in Chicago on student achievement in grades targeted for promotional decisions. Using a three-level Hierarchical Linear Model, we estimate achievement value added in gate grades (test-score increases over and above that predicted from a student’s prior growth trajectory) for successive cohorts of students and derive policy effects by comparing value added pre- and postpolicy. Test scores in these grades increased substantially following the introduction of high-stakes testing. The effects are larger in the 6th and 8th grades and smaller in the 3rd grade in reading. Effects are also larger in previously low-achieving schools. In reading, students with low skills experienced the largest improvement in learning gains in the year prior to testing, while students with skills closer to their grade level experienced the greatest benefits in mathematics.

scholarly journals Rural Elementary Administrators’ Views of High-Stakes Testing

2018 ◽  
Vol 26 (1) ◽  
Author(s):  
Robert J. Egley ◽  
Brett D. Jones
Keyword(s):  
School Administrators ◽  
High Stakes Testing ◽  
Test Results ◽  
Academic Needs ◽  
Negative Effects ◽  
Quality Teachers ◽  
High Stakes ◽  
Positive Effects ◽  
Elementary Administrators ◽  
Rural Elementary School

This study examines how rural elementary school administrators perceive the effects of high-stakes testing in comparison to suburban and urban elementary administrators. High-stakes testing had a greater impact, both positively and negatively, on rural administrators than on their counterparts in suburban and urban schools. Specifically, the positive effects were that rural administrators were more motivated by the testing program to do a better job, found the test results more useful in assessing teachers, and found the test results more useful in meeting the academic needs of students. The negative effects were that rural administrators felt more pressure than urban administrators to improve test scores and found their school rating to more negatively affect their ability to attract high quality teachers than administrators in suburban schools.  

scholarly journals Niezamierzone skutki stosowania testów wysokiej stawki. Lekcja z amerykańskiej reformy NCLB

1970 ◽  
pp. 39-64
Author(s):  
Alicja Zawistowska
Keyword(s):  
No Child Left Behind ◽  
Standardized Tests ◽  
Core Curriculum ◽  
High Stakes Testing ◽  
Exit Exams ◽  
Unintended Effects ◽  
High Stakes ◽  
Left Behind ◽  
Teaching Standards ◽  
Accountability Policy

Educational decision makers willingly draw on solutions adopted in other countries. It was also the case in Polish educational reform started in late 90s. Since the introduction of the reform, Poland joined countries whose educational system is divided into three levels, each ending with an exit exams and core curriculum is set to teaching standards. The exams seem to be the most important element of the Polish reform. While the designers of educational policies are often inspired by the experiences of other countries during the planning phase, they are less willing to learn from them when it comes to predicting outcomes of the reform. A good case to analyze potential consequences of high-stakes testing is United States, where standardized tests have been administered since the beginning of the era of mass education. In this paper I will analyze the effects of the last, most controversial federal reform, commonly known as No Child Left Behind introduced in 2002. Findings of the study might be used to predict potential unintended effects of using the high stakes tests for accountability policy. The article addresses the problem of test scores inflation as well as the factors which may accelerate it.

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