New Assessments and Teacher Accountability: Lessons for Teachers’ Practice

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2021-06-24 DOI:10.3102/00028312211024596
Jessalynn K. James
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Abstract

The transition to new assessments aligned to the Common Core State Standards was a significant turning point in the standards’ implementation. Concerns about the transition led districts to suspend the use of value-added scores for evaluating teachers, but changes to other measures, such as classroom observations, were rare. Using data from the Washington, DC Public Schools, I evaluate the effect of the assessment transition on teachers’ practice. I find substantial declines in instructional practice, ranging from 13% to 20% of a standard deviation, for teachers in tested grades and subjects when the new exam was introduced. These results suggest that policymakers should consider the ramifications of testing changes on a wider array of teaching outcomes than value-added scores alone.
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新评估与教师问责:教师实践的经验教训
向与共同核心州标准相一致的新评估的过渡是标准实施的一个重要转折点。对这种转变的担忧导致各学区暂停使用增值分数来评估教师,但对课堂观察等其他措施的改变却很少。使用来自华盛顿特区公立学校的数据,我评估了评估过渡对教师实践的影响。我发现,在引入新考试后,教师的教学实践出现了大幅下降,从标准偏差的13%到20%不等。这些结果表明,政策制定者应该考虑考试变化对更广泛的教学结果的影响,而不仅仅是增值分数。
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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