Transforming K-12 assessment: Integrating accountability testing, formative assessment and professional support

Randy Elliot Bennett, Drew H. Gitomer

Research output: Chapter in Book/Report/Conference proceedingChapter

63 Scopus citations

Abstract

In this chapter, we ask whether advances in cognitive science, psychometrics and technology can transform the accountability paradigm that is currently in place in the United States. Of course, asking this question implies that there are problems with the present enactment of what is known as the No Child Left Behind Act, a system that requires each state regularly to test students in specified grades and subject areas against a state-imposed proficiency standard. We begin the chapter by first describing some of the forces that have led to the heightened emphasis on testing, and then articulate some of the fundamental problems with the system as currently implemented.

Original languageEnglish (US)
Title of host publicationEducational Assessment in the 21st Century
Subtitle of host publicationConnecting Theory and Practice
PublisherSpringer Netherlands
Pages43-61
Number of pages19
ISBN (Print)9781402099632
DOIs
StatePublished - Dec 1 2009
Externally publishedYes

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All Science Journal Classification (ASJC) codes

  • Social Sciences(all)
  • Arts and Humanities(all)

Cite this

Bennett, R. E., & Gitomer, D. H. (2009). Transforming K-12 assessment: Integrating accountability testing, formative assessment and professional support. In Educational Assessment in the 21st Century: Connecting Theory and Practice (pp. 43-61). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9964-9_3