Assessments and Accountability

By R. Linn. 2000

899 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/c38fa1206dbcc16b247eea53b565be34bd07465d

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In Information Systems and Management

In Management Science and Operations Research

Citations in the corpus

Assessment and learning: fields apart? (2017, background): “Designing tests worth teaching to has become a recognised goal (Linn, 2000; Popham, 1987; Resnick & Resnick, 1992; Shepard, 2000; Stobart, 2008).”
Closing the Achievement Gap Series: Part III What is the Impact of NCLB on the Inclusion of Students with Disabilities? (2006, background): “Some research suggests that accountability systems have led to a greater emphasis by teachers on standardized test content and test-taking skills, at the expense of other material judged by many to be of greater educational importance (Linn, 2000).”
Teachers' summative practices and assessment for learning – tensions and synergies (2005, background): “Linn (2000) provides evidence of what others (e.g. Koretz, 1988; Koretz et al., 1991; Kohn, 2000) have suspected, that the increase in test scores found on the introduction of tests is due to familiarity with the particular test content and not to increased achievement.”
Gauging Growth: How to Judge No Child Left Behind? (2007, background): “Linn (2006) notes that not one country participating in the Third International Mathematics and Science Study had more than 75% of its students achieving at the proficient level as defined under the NAEP standards (see also Linn, 2000).”
Behind Test Scores: What Struggling Readers REALLY Need (2004, background): “…it is common to find teachers spending enormous amounts of time preparing students for these high-stakes tests (Olson, 2001), even though a narrow focus on preparing students for specific tests does not translate into real learning (Klein, Hamilton, McCaffrey, & Stecher, 2000; Linn, 2000).”
Upping the Ante of Text Complexity in the Common Core State Standards (2013, background): “At the same time, a consideration of potential negative consequences of a policy initiative as widespread as the CCSS is part of the profession’s EDUCATIONAL RESEARCHER48 responsibility (Linn, 2000).”
Standards, Accountability, and School Reform (2004, positive): “…the curriculum, pushing instruction toward lower order cognitive skills, and can distort scores (Klein, Hamilton, McCaffrey, & Stretcher, 2000; Koretz & Barron, 1998; Koretz, Linn, Dunbar, & Shepard, 1991; Linn, 2000; Linn, Graue, & Sanders, 1990; Stetcher, Barron, Kaganoff, & Goodwin, 1998).”
Views from the Classroom: Teachers' Opinions of Statewide Testing Programs (2003, background): “The main focus of the debate surrounding state testing programs centers on the severity of the sanctions attached to the test results and whether indicators in addition to test results should be used to hold educators and/or students accountable (Linn, 2000).”
A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning (2002, background): “A widely expressed view of educators who have conducted research into summative assessment is that the increase of test scores over time is due to greater familiarity of teachers and pupils with the tests rather than increasing learning (e.g. Koretz 1988, 1991; Linn, 2000; Kohn, 2000).”
Current Concerns in Validity Theory (2001, background): “Linn (1997) and Shepard (1997) favored a broader conception of validity, which included the consequences of test use, as well as the descriptive interpretation of test”
Outcomes-based assessment in practice: some examples and emerging insights (2001, background): “In a political climate where educational standards are high on the public agenda, it can be expected that the introduction of outcomes-based assessment and reporting, with its focus on ‘measurable improvement’, will remain an attractive strategy for policy makers who wish to demonstrate that they ar”
New Assessment Beliefs for a New School Mission (2004, critical): “Unfortunately, that is not my conclusion.(3)”
Modeling the Relationship Between Oral Reading Fluency and Performance on a Statewide Reading Test (2006, background): “These tests are given annually and often provide limited information about student progress over shorter time periods or about instructional needs (Linn, 2000; Shephard, 2000).”
High-stakes testing, uncertainty, and student learning (2002, neutral): “Linn, 2000 and Serow, 1984.”
Unintended Consequences of using Tests to Improve Learning: How Improvement-Oriented Resources Heighten Conceptions of Assessment as School Accountability (2009, background): “Alternatively, using tests to improve learning, while relatively economic (Linn, 2000), is unlikely to be seen by many teachers as an obvious component of improved teaching and learning.”