Instructionally Supportive Accountability Tests in Science: A Viable Assessment Option?

摘要

Instructionally supportive accountability tests (a) measure students' mastery of only a modest number of extraordinarily important curricular aims; (b) describe what is to be assessed in clear, teacher-palatable language; and (c) report each student's results for every curricular aim assessed. To determine the suitability of such assessments to serve as the upcoming federally mandated science tests in the United States, an analysis of the potential applicability of instructionally supportive accountability tests in the field of physical science was carried out. It was concluded that this genre of accountability tests constitutes a viable option to satisfy U.S. requirements for accountability assessment in science. Such tests, while providing accurate school-evaluation data, can also serve as catalysts for improved instruction.