{"title":"美国教育的问责制和评估:让我们不要让另一场危机白白浪费!","authors":"H. Braun, Scott F. Marion","doi":"10.1080/0969594X.2022.2068503","DOIUrl":null,"url":null,"abstract":"ABSTRACT State education systems in the U.S. experienced major disruptions due to the COVID-19 pandemic. Results from assessments administered during, and at the conclusion of, the 2020-21 school year indicate substantial ‘unfinished learning’, with the losses generally greater among disadvantaged and marginalized students. States’ assessment systems are strongly tilted toward meeting Federal accountability requirements, especially state-wide comparability of end-of year test results, which severely limits innovation. The two-year pause in accountability due to the pandemic presents an opportunity to radically rethink school accountability, allowing states greater flexibility in developing creative interventions and more balanced assessment systems to better support student learning. A new trade-off between comparability and local flexibility is long overdue, especially given the poor record of the current system in promoting learning and closing achievement gaps. We offer some examples of how the trade-off can be accomplished and the potential benefits that would ensue.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Accountability and assessment in U.S. education: let’s not allow another crisis go to waste!\",\"authors\":\"H. Braun, Scott F. Marion\",\"doi\":\"10.1080/0969594X.2022.2068503\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT State education systems in the U.S. experienced major disruptions due to the COVID-19 pandemic. Results from assessments administered during, and at the conclusion of, the 2020-21 school year indicate substantial ‘unfinished learning’, with the losses generally greater among disadvantaged and marginalized students. States’ assessment systems are strongly tilted toward meeting Federal accountability requirements, especially state-wide comparability of end-of year test results, which severely limits innovation. The two-year pause in accountability due to the pandemic presents an opportunity to radically rethink school accountability, allowing states greater flexibility in developing creative interventions and more balanced assessment systems to better support student learning. A new trade-off between comparability and local flexibility is long overdue, especially given the poor record of the current system in promoting learning and closing achievement gaps. We offer some examples of how the trade-off can be accomplished and the potential benefits that would ensue.\",\"PeriodicalId\":51515,\"journal\":{\"name\":\"Assessment in Education-Principles Policy & Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2022-05-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessment in Education-Principles Policy & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0969594X.2022.2068503\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2022.2068503","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Accountability and assessment in U.S. education: let’s not allow another crisis go to waste!
ABSTRACT State education systems in the U.S. experienced major disruptions due to the COVID-19 pandemic. Results from assessments administered during, and at the conclusion of, the 2020-21 school year indicate substantial ‘unfinished learning’, with the losses generally greater among disadvantaged and marginalized students. States’ assessment systems are strongly tilted toward meeting Federal accountability requirements, especially state-wide comparability of end-of year test results, which severely limits innovation. The two-year pause in accountability due to the pandemic presents an opportunity to radically rethink school accountability, allowing states greater flexibility in developing creative interventions and more balanced assessment systems to better support student learning. A new trade-off between comparability and local flexibility is long overdue, especially given the poor record of the current system in promoting learning and closing achievement gaps. We offer some examples of how the trade-off can be accomplished and the potential benefits that would ensue.
期刊介绍:
Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.