Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States

Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance

“…While the United States and other English-speaking countries share common socio-cultural roots, there are considerable differences as to which educational policies are implemented and how they are carried out. For example, Hamilton et al (2007) reported that teachers in California, Georgia, and Pennsylvania had very similar responses, experiences, and attitudes towards standards-based accountability assessments; they attributed this to similarities between the systems. Based on survey studies using the TCoA inventory, it was found that teachers in New Zealand and Queensland, which have similar low-stakes assessment systems, had very similar conceptions of assessment, except for the notion of assessment being used to make schools accountable which was endorsed more by New Zealand primary teachers, a difference attributed to a greater emphasis on school self-management in New Zealand (Brown, Lake, & Matters, 2011).…”

The distribution and mobility of effective teachers: Evidence from a large, urban school district

“…(2) (Hamilton et al, 2007;Stecher et al, 2008). Though the state in question did test students annually in all four subjects, whether a school made Adequate Yearly Progress under No Child Left Behind was determined by students' scores in language arts and math (and by graduation rates for high schools).…”

Teachers’ Assumptions About the National Assessment of Basic Competencies and About the Effect of Those Results on Their Teaching

“…Általános tendencia, hogy rendszerszintű értékelési programok hatására a tanárok a mérés keretében használt tesztek feladatait gyakrabban használták fel az osztálytermi ér-tékelés során (l. Hamilton, Berends és Stecher, 2005). Továbbá a pedagógusok olyan formátumú teszteket készítenek az osztálytermi értékeléshez, amelyek megegyeznek az ál-lami mérések tesztjének formátumával, tipikusan előtérbe kerülnek a könnyen értékelhe-tő, többszörös választásos feladatok (Abrams, Pedulla és Madaus, 2003;Aydeniz és Southerland, 2012).…”