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3/27 CRESST/University of Colorado at Boulder Recurring Themes (Then & Now) Title I, ESEA 1965 Quid Pro Quo: Federal dollars spent in exchange for evidence of program effectiveness. Robert Kennedy: Evaluation data to be used by parents as a “whip” or a “spur” to leverage changes in ineffective schools. Education seen favorably, its benefits to be extended to poor and minority children. When pasting text from another document, do the following: 1.Highlight the text you want to replace 2.Go to the EDIT menu and select PASTE SPECIAL 3.Select “Paste as: UNFORMATTED TEXT”
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1/27CRESST/University of Colorado at Boulder
A Brief History ofTest-Based Accountability
Lorrie A. Shepard
CRESST ConferenceUCLA, Los Angeles, CA
January 22-23, 2007
If you choose to use this title slide, simply delete the previous slide(the one-line title version). This will be slide 1 of your presentation.
School of EducationUniversity of Colorado at Boulder
2/27CRESST/University of Colorado at Boulder
Accountability Chronology
Title I, ESEA, 1965 National Assessment of Educational Progress (NAEP),
1969 SAT Test Score Decline, 1963, 1977 Minimum Competency Testing A Nation at Risk, 1983 Excellence Movement and Basic Skills Testing, 1980s Standards-Based Reform, 1990s NCLB and the Standards Movement Today
The section titles here should be reflected in the blue section dividers throughout your presentation.
3/27CRESST/University of Colorado at Boulder
Recurring Themes (Then & Now)
Title I, ESEA 1965• Quid Pro Quo: Federal dollars spent in
exchange for evidence of program effectiveness.
• Robert Kennedy: Evaluation data to be used by parents as a “whip” or a “spur” to leverage changes in ineffective schools.
• Education seen favorably, its benefits to be extended to poor and minority children.
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4/27CRESST/University of Colorado at Boulder
National Assessment of Educational Progress(NAEP), 1969
• Initially: an independent and neutral monitor; a census-like data system like health statistics; designed independent of political jurisdictions.
• Over time: increasingly politicized, scoring simplified and interpreted; jurisdictions identified and compared.
• The use of NAEP to leverage reform has been resisted to protect validity of the data.
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5/27CRESST/University of Colorado at Boulder
SAT Test Score Decline, 1963, 1977
Along with economic downturn, Vietnam War, disillusionment of the late 1960s,…
The SAT test score decline contributed to a political climate that became hypercritical of public education.
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6/27CRESST/University of Colorado at Boulder
Four Decades of Test-Driven Reform
• Minimum Competency Testing, 1970s• Excellence Movement and Basic Skills
Testing, 1980s• Standards-Based Reform, 1990s• NCLB version of Standards-Based
Reform
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7/27CRESST/University of Colorado at Boulder
Reform Constants
• Tests and test results used as the primary drivers of reform.
• Tests used both to induce and to measure change.
• Policy intended to “incentivize” change with substance of change determined locally.
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8/27CRESST/University of Colorado at Boulder
Reform Revisions
• Challenge and quality of test content raised (and then lowered).
• Performance levels raised (and then lowered again).
• Stakes raised, and raised again.• The need for capacity-building
recognized and pursued only by some.
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9/27CRESST/University of Colorado at Boulder
Challenge of test content raised
“`Minimum Competency’
examinations (now required in 37 states)
fall short of what is needed, as the
`minimum’ tends to become the
`maximum’ thus lowering educational
standards for all.” (p. 20)
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10/27CRESST/University of Colorado at Boulder
Challenge of test content raised
“Standards must reflect high expectations, not
expectations of minimal competency. To make
national standards meaningful, it is important that the Nation be able to measure progress toward
them. New forms of assessment – tests worth
teaching to – are envisioned.”
The National Council on Education Standards and
Testing. 1992.
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11/27CRESST/University of Colorado at Boulder
Standards Movement Today
Competing ModelsCacophonous standardsGood and ill effects
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12/27CRESST/University of Colorado at Boulder
Standards Movement Today
Competing models (Elmore & Rothman, 1999)
• The “basic” standards-based reform model/High-stakes incentives model
Vs.• Expanded, capacity-building model/
Teaching and learning, cognitive science model
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13/27CRESST/University of Colorado at Boulder
Competing Models: (Elmore & Rothman)How Standards Produce Higher Learning
14/27CRESST/University of Colorado at Boulder
School delivery standards
”Standards and assessments must be accompanied by policies that provide access for all students to high quality resources, including appropriate instructional materials and well-prepared teachers.”
NCEST, 1992
15/27CRESST/University of Colorado at Boulder
Opportunity to learn
“It is unfair to hold students accountable for what and how well they are learning unless they are provided with opportunity to learn.”
“Without adequate support, higher standards will further victimize students already harmed by gross inequities in the educational system.”
NAE, 1995
16/27CRESST/University of Colorado at Boulder
Cacophonous Standards
• Minimum competency standards coexist with world-class standards.
• Public doesn’t know which is which.
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17/27CRESST/University of Colorado at Boulder
18/27CRESST/University of Colorado at Boulder
Cacophonous Standards
Interpreting Different “Proficiency Standards”in Comparison to National Norms
NormativePercentiles
____ 75
____ 50
____ 25
____ 10
Examples of Varying“Proficiency Standards”
National Assessment (NAEP)CSAP 4th-grade Writing
Grade LevelNationally Normed TestsCTBS, ITBS
Texas High School ExitTest (Reading)
Minimum CompetencyStandard
Historical Periods
1990sStandards-BasedReforms
1980sBasic SkillsReforms
1970sMinimumCompetencyReforms
19/27CRESST/University of Colorado at Boulder
Good and ill effects
• Accountability pressure has both increased and decreased achievement.
• Teaching the test is widespread leading to test-score inflation or increased achievement depending on the quality of the test.
• Accountability may have negative side effects, e.g., deprofessionalization, and exodus of teachers from low-scoring schools.
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20/27CRESST/University of Colorado at Boulder
Figure 4 Trends in Percent Meeting Standard in Texas and Maryland:
Grade 8 Mathematics
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1 2 3 4 5 6 7 8
Year (1994 to 2001)
Perc
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TXMD
21/27CRESST/University of Colorado at Boulder
Figure 5 Trends in Percentage of Students Proficient or Above on State NAEP
Grade 8 Mathematics for Maryland and Texas (!990 through 2000)
0
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40
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1 2 3 4 5 6 7 8 9 10 11Year (1990 to 2000)
Perc
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or A
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MDTX
22/27CRESST/University of Colorado at Boulder
Difference Between White and Black Mean Scores inStandard Deviation Units on NAEP and TAAS
1.11.00.90.80.70.60.50.40.30.20.10.0
Effectsize
4th GradeReading
4th GradeMath
8th GradeMath
From Klein, 2000
23/27CRESST/University of Colorado at Boulder
Advice for Policymakers
Ensure the quality of assessment content.
• The best way to prevent limited learning from test-driven instruction is to build assessments that represent the full content domain, with a rich variety of assessment formats.
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24/27CRESST/University of Colorado at Boulder
Advice for Policymakers
Evaluate the validity and impact of assessment programs.
• Tests are short-cut tools. Real validity studies require independent measures of student learning.
• To evaluate the effect of high-stakes testing on school improvement, motivational and moral dimensions of schooling must be studied as well as achievement.
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25/27CRESST/University of Colorado at Boulder
To adjust the slide numbering, do the following:1. Go to the VIEW menu, MASTER, and select SLIDE MASTER2. In the lower right, change the number 27 to your number of slides3. Do not change the <#> character. It generates the auto-numbers.