Beyond Viability: Are Instructionally Supportive Accountability Tests an Advisable Assessment Option?

摘要

Popham, Keller, Moulding, Pellegrino, and Sandifer's (this issue) article poses the question: Are instructionally supportive accountability tests a viable option for states seeking to meet the No Child Left Behind (NCLB) Act of 2001 requirements for science assessments? Popham et al. conclude that the answer is yes. We believe that an additional question needs to be asked: Are instructionally supportive accountability tests in science an advisable option? We first summarize the case for instructionally supportive accountability tests, and then outline our reservations about their advisability.