Validity and Accountability in High-Stakes Testing

By M. Smith, P. Fey. 2000

136 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/90cc35d51b06a000319d4bcf3afe2ccd2fe0ec04

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Citations in the corpus

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems (2005, background): “Like others, we are concerned that high stakes testing is affecting culturally and linguistically diverse schools in disproportionately negative ways (Hilliard, 2000; Kohn, 2000; Smith & Fey, 2000; Townsend, 2002; Valencia & Villarreal, 2003).”
Cheating in the First, Second, and Third Degree: Educators' Responses to High-Stakes Testing. (2010, unknown): “…2009; Cimbricz, 2002; Firestone, Camilli, Yurecko, Monfils, & Mayrowetz, 2000; Heubert & Hauser, 1999; Linn, 2000; Linn, Graue & Sanders, 1990; McNeil, 2000; Madaus, West, Harmon, Lomax, & Viator, 1992; Madaus & Clarke, 2001; Sacks, 1999; Smith & Fey, 2000; Thompson, 2001; Urdan & Paris, 1994).”
Unintended Consequences of using Tests to Improve Learning: How Improvement-Oriented Resources Heighten Conceptions of Assessment as School Accountability (2009, background): “The school accountability purpose uses student assessment results to establish the quality and effectiveness of school practices and is often associated with highstakes consequences for schools and teachers (e.g., Hershberg, 2002; Linn, 2000; Noble & Smith, 1994; Smith & Fey, 2000).”
The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good?. (2009, background): “Teachers may take the initiative to contact legislators or have their opinions heard through their union or other means, but their voices are often not strongly present in debates over policies or reforms (M. G. Jones et al., 1999; S. D. Miller, Hayes, & Atkinson, 1997; Smith & Fey, 2000).”
Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes (2011, unknown): “The first viewpoint insists that schools and teachers have to be able to demonstrate that they are delivering the quality product that society is entitled to by virtue of funding the educational process (Crooks, 1990; Gipps, et al., 1995; Hershberg, 2002; Smith and Fey, 2000), while the second viewp”
Teachers' conceptions of assessment: implications for policy and professional development (2004, background): “Two rationales for this conception exist; one emphasizes demonstrating publicly that schools and teachers deliver quality instruction (Smith & Fey, 2000; Hershberg, 2002), and the second emphasizes improving the quality of instruction (Noble & Smith, 1994; Linn, 2000).”