Multiple Sources of Evidence: An Analysis of Stakeholders' Perceptions of Various Indicators of Student Learning.

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Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status (2011, background): “It is important to consider the perspective from which responsibility is being judged because different judges may have different beliefs about whether and for what teachers are responsible (cf. Guskey, 2007).”
What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school (2011, background): “This is reasonable, given the policy debates around standardized testing and that school administrators privilege standardized test score information over other forms of assessment (Guskey, 2007).”
Educational Assessment Knowledge and Skills for Teachers (2011, background): “Teachers’ (Leighton, Gokiert, Cor, & Heffernan, 2010) and administrators’ (Guskey, 2007) beliefs about classroom and large-scale tests are different, as well, which has implications for assessment literacy.”
Analyzing the Longitudinal K-12 Grading Histories of Entire Cohorts of Students: Grades, Data Driven Decision Making, Dropping out and Hierarchical Cluster Analysis. (2010, background): “Indeed, while administrators have indicated that they privilege standardized test scores over other forms of data (Guskey, 2007), little criterion validity has been shown for test scores as they relate to overall student school or life outcomes (Rumberger & Palardy, 2005), whereas teacher-assigned…”