Performance Assessment and Education Reform

Phi Delta Kappan

Volumn 80, Issue 9, 1999, Pages 662-666

  Haertel, Edward H ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000625594     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (37)

1. David C. Berliner and Bruce J. Biddle, The Manufactured Crisis (Reading, Mass.: Addison-Wesley, 1995).
2. Lowell C. Rose and Alec M. Gallup, "The 30th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools," Phi Delta Kappan, September 1998, p. 51; and Lowell C. Rose, Alec M. Gallup, and Stanley M. Elam, "The 29th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools," Phi Delta Kappan, September 1997, pp. 43-44.
3. Lowell C. Rose and Alec M. Gallup, "The 30th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools," Phi Delta Kappan, September 1998, p. 51; and Lowell C. Rose, Alec M. Gallup, and Stanley M. Elam, "The 29th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools," Phi Delta Kappan, September 1997, pp. 43-44.
4. Edward H. Haertel, "Student Achievement Tests as Tools of Educational Policy: Practices and Consequences," in Bernard R. Gifford, ed., Test Policy and Test Performance: Education, Language, and Culture (Boston: Kluwer Academic Publishers, 1989), pp. 35-63.
5. Robert L. Linn, "Assessment and Accountability," paper presented at the annual meeting of the American Educational Research Association, April 1998, San Diego, p. 2.
6. Linda Darling-Hammond, "National Standards and Assessments: Will They Improve Education?," American Journal of Education, August 1994, pp. 478-510; Gene V Glass, "Matthew Arnold and Minimal Competence," Educational Forum, January 1978, pp. 139-44; Daniel M. Koretz, George F. Madaus, Edward H. Haertel, and Albert E. Beaton, National Educational Standards and Testing: A Response to the Recommendations of the National Council on Education Standards and Testing (Santa Monica, Calif.: RAND Corporation, 1992); Linn, op.cit.; George F. Madaus, "The Influence of Testing on the Curriculum," in Laurel N. Tanner, ed., Critical Issues in Curriculum: 87th NSSE Yearbook (Chicago: National Society for the Study of Education, University of Chicago Press, 1988), pp. 83-121; and Milbrey W. McLaughlin and Lorrie A. Shepard with Jennifer A. O'Day, Improving Education Through Standards-Based Reform: A Report by the National Academy of Education Panel on Standards-Based Education Reform (Stanford, Calif.: National Academy of Education, 1995).
7. Linda Darling-Hammond, "National Standards and Assessments: Will They Improve Education?," American Journal of Education, August 1994, pp. 478-510; Gene V Glass, "Matthew Arnold and Minimal Competence," Educational Forum, January 1978, pp. 139-44; Daniel M. Koretz, George F. Madaus, Edward H. Haertel, and Albert E. Beaton, National Educational Standards and Testing: A Response to the Recommendations of the National Council on Education Standards and Testing (Santa Monica, Calif.: RAND Corporation, 1992); Linn, op.cit.; George F. Madaus, "The Influence of Testing on the Curriculum," in Laurel N. Tanner, ed., Critical Issues in Curriculum: 87th NSSE Yearbook (Chicago: National Society for the Study of Education, University of Chicago Press, 1988), pp. 83-121; and Milbrey W. McLaughlin and Lorrie A. Shepard with Jennifer A. O'Day, Improving Education Through Standards-Based Reform: A Report by the National Academy of Education Panel on Standards-Based Education Reform (Stanford, Calif.: National Academy of Education, 1995).
8. Linda Darling-Hammond, "National Standards and Assessments: Will They Improve Education?," American Journal of Education, August 1994, pp. 478-510; Gene V Glass, "Matthew Arnold and Minimal Competence," Educational Forum, January 1978, pp. 139-44; Daniel M. Koretz, George F. Madaus, Edward H. Haertel, and Albert E. Beaton, National Educational Standards and Testing: A Response to the Recommendations of the National Council on Education Standards and Testing (Santa Monica, Calif.: RAND Corporation, 1992); Linn, op.cit.; George F. Madaus, "The Influence of Testing on the Curriculum," in Laurel N. Tanner, ed., Critical Issues in Curriculum: 87th NSSE Yearbook (Chicago: National Society for the Study of Education, University of Chicago Press, 1988), pp. 83-121; and Milbrey W. McLaughlin and Lorrie A. Shepard with Jennifer A. O'Day, Improving Education Through Standards-Based Reform: A Report by the National Academy of Education Panel on Standards-Based Education Reform (Stanford, Calif.: National Academy of Education, 1995).
9. Linda Darling-Hammond, "National Standards and Assessments: Will They Improve Education?," American Journal of Education, August 1994, pp. 478-510; Gene V Glass, "Matthew Arnold and Minimal Competence," Educational Forum, January 1978, pp. 139-44; Daniel M. Koretz, George F. Madaus, Edward H. Haertel, and Albert E. Beaton, National Educational Standards and Testing: A Response to the Recommendations of the National Council on Education Standards and Testing (Santa Monica, Calif.: RAND Corporation, 1992); Linn, op.cit.; George F. Madaus, "The Influence of Testing on the Curriculum," in Laurel N. Tanner, ed., Critical Issues in Curriculum: 87th NSSE Yearbook (Chicago: National Society for the Study of Education, University of Chicago Press, 1988), pp. 83-121; and Milbrey W. McLaughlin and Lorrie A. Shepard with Jennifer A. O'Day, Improving Education Through Standards-Based Reform: A Report by the National Academy of Education Panel on Standards-Based Education Reform (Stanford, Calif.: National Academy of Education, 1995).
10. Linda Darling-Hammond, "National Standards and Assessments: Will They Improve Education?," American Journal of Education, August 1994, pp. 478-510; Gene V Glass, "Matthew Arnold and Minimal Competence," Educational Forum, January 1978, pp. 139-44; Daniel M. Koretz, George F. Madaus, Edward H. Haertel, and Albert E. Beaton, National Educational Standards and Testing: A Response to the Recommendations of the National Council on Education Standards and Testing (Santa Monica, Calif.: RAND Corporation, 1992); Linn, op.cit.; George F. Madaus, "The Influence of Testing on the Curriculum," in Laurel N. Tanner, ed., Critical Issues in Curriculum: 87th NSSE Yearbook (Chicago: National Society for the Study of Education, University of Chicago Press, 1988), pp. 83-121; and Milbrey W. McLaughlin and Lorrie A. Shepard with Jennifer A. O'Day, Improving Education Through Standards-Based Reform: A Report by the National Academy of Education Panel on Standards-Based Education Reform (Stanford, Calif.: National Academy of Education, 1995).
11. Linda Darling-Hammond, "National Standards and Assessments: Will They Improve Education?," American Journal of Education, August 1994, pp. 478-510; Gene V Glass, "Matthew Arnold and Minimal Competence," Educational Forum, January 1978, pp. 139-44; Daniel M. Koretz, George F. Madaus, Edward H. Haertel, and Albert E. Beaton, National Educational Standards and Testing: A Response to the Recommendations of the National Council on Education Standards and Testing (Santa Monica, Calif.: RAND Corporation, 1992); Linn, op.cit.; George F. Madaus, "The Influence of Testing on the Curriculum," in Laurel N. Tanner, ed., Critical Issues in Curriculum: 87th NSSE Yearbook (Chicago: National Society for the Study of Education, University of Chicago Press, 1988), pp. 83-121; and Milbrey W. McLaughlin and Lorrie A. Shepard with Jennifer A. O'Day, Improving Education Through Standards-Based Reform: A Report by the National Academy of Education Panel on Standards-Based Education Reform (Stanford, Calif.: National Academy of Education, 1995).
12. Joan L. Herman, Large-Scale Assessment in Support of School Reform: Lessons in the Search for Alternative Measures (Los Angeles: Center for the Study of Evaluation, University of California, 1997).
13. Lauren B. Resnick and Daniel P. Resnick, "Assessing the Thinking Curriculum: New Tools for Educational Reform," in Bernard R. Gifford and Mary C. O'Connor, eds., Changing Assessments: Alternative Views of Aptitude, Achievement, and Instruction (Boston: Kluwer Academic Publishers, 1992), pp. 37-75; and Grant Wiggins, "Creating Tests Worth Taking," Educational Leadership, May 1992, pp. 26-33.
14. Lauren B. Resnick and Daniel P. Resnick, "Assessing the Thinking Curriculum: New Tools for Educational Reform," in Bernard R. Gifford and Mary C. O'Connor, eds., Changing Assessments: Alternative Views of Aptitude, Achievement, and Instruction (Boston: Kluwer Academic Publishers, 1992), pp. 37-75; and Grant Wiggins, "Creating Tests Worth Taking," Educational Leadership, May 1992, pp. 26-33.
15. Lorrie A. Shepard, Insights Gained from a Classroom-Based Assessment Project (Los Angeles: Center for the Study of Evaluation, University of California, 1997); Mary L. Smith. Reforming Schools by Reforming Assessment: Consequences of the Arizona Student Assessment Program (ASAP): Equity and Teacher Capacity Building (Los Angeles: Center for the Study of Evaluation, University of California, 1997).
16. Lorrie A. Shepard, Insights Gained from a Classroom-Based Assessment Project (Los Angeles: Center for the Study of Evaluation, University of California, 1997); Mary L. Smith. Reforming Schools by Reforming Assessment: Consequences of the Arizona Student Assessment Program (ASAP): Equity and Teacher Capacity Building (Los Angeles: Center for the Study of Evaluation, University of California, 1997).
17. Resnick and Resnick, pp. 41-44.
18. Wiggins, op. cit.
19. Edward H. Haertel, "Construct Validity and Criterion-Referenced Testing," Review of Educational Research, vol. 55, 1985, pp. 23-46.
20. Samuel Messick, "Validity of Performance Assessments," in Gary W. Phillips, ed., Technical Issues in Large-Scale Performance Assessment (Washington, D.C.: National Center for Education Statistics, 1996), pp. 1-18.
21. Eva L. Baker, Harold F. O'Neil, and Robert L. Linn, "Policy and Validity Prospects for Performance-Based Assessment," American Psychologist, December 1993, pp. 1210-18; Stephen B. Dunbar, Daniel M. Koretz, and H. D. Hoover, "Quality Control in the Development and Use of Performance Assessments," Applied Measurement in Education, vol. 4, 1991, pp. 289-303; Robert L. Linn, "Educational Assessment: Expanded Expectations and Challenges," Educational Evaluation and Policy Analysis, vol. 15, 1993, pp. 1-16; Linn, "Assessment and Accountability"; and Richard J. Shavelson, Gail P. Baxter, and Jerry Pine, "Performance Assessments: Political Rhetoric and Measurement Reality," Educational Researcher, May 1992, pp. 22-27.
22. Eva L. Baker, Harold F. O'Neil, and Robert L. Linn, "Policy and Validity Prospects for Performance-Based Assessment," American Psychologist, December 1993, pp. 1210-18; Stephen B. Dunbar, Daniel M. Koretz, and H. D. Hoover, "Quality Control in the Development and Use of Performance Assessments," Applied Measurement in Education, vol. 4, 1991, pp. 289-303; Robert L. Linn, "Educational Assessment: Expanded Expectations and Challenges," Educational Evaluation and Policy Analysis, vol. 15, 1993, pp. 1-16; Linn, "Assessment and Accountability"; and Richard J. Shavelson, Gail P. Baxter, and Jerry Pine, "Performance Assessments: Political Rhetoric and Measurement Reality," Educational Researcher, May 1992, pp. 22-27.
23. Eva L. Baker, Harold F. O'Neil, and Robert L. Linn, "Policy and Validity Prospects for Performance-Based Assessment," American Psychologist, December 1993, pp. 1210-18; Stephen B. Dunbar, Daniel M. Koretz, and H. D. Hoover, "Quality Control in the Development and Use of Performance Assessments," Applied Measurement in Education, vol. 4, 1991, pp. 289-303; Robert L. Linn, "Educational Assessment: Expanded Expectations and Challenges," Educational Evaluation and Policy Analysis, vol. 15, 1993, pp. 1-16; Linn, "Assessment and Accountability"; and Richard J. Shavelson, Gail P. Baxter, and Jerry Pine, "Performance Assessments: Political Rhetoric and Measurement Reality," Educational Researcher, May 1992, pp. 22-27.
24. Eva L. Baker, Harold F. O'Neil, and Robert L. Linn, "Policy and Validity Prospects for Performance-Based Assessment," American Psychologist, December 1993, pp. 1210-18; Stephen B. Dunbar, Daniel M. Koretz, and H. D. Hoover, "Quality Control in the Development and Use of Performance Assessments," Applied Measurement in Education, vol. 4, 1991, pp. 289-303; Robert L. Linn, "Educational Assessment: Expanded Expectations and Challenges," Educational Evaluation and Policy Analysis, vol. 15, 1993, pp. 1-16; Linn, "Assessment and Accountability"; and Richard J. Shavelson, Gail P. Baxter, and Jerry Pine, "Performance Assessments: Political Rhetoric and Measurement Reality," Educational Researcher, May 1992, pp. 22-27.
25. Eva L. Baker, Harold F. O'Neil, and Robert L. Linn, "Policy and Validity Prospects for Performance-Based Assessment," American Psychologist, December 1993, pp. 1210-18; Stephen B. Dunbar, Daniel M. Koretz, and H. D. Hoover, "Quality Control in the Development and Use of Performance Assessments," Applied Measurement in Education, vol. 4, 1991, pp. 289-303; Robert L. Linn, "Educational Assessment: Expanded Expectations and Challenges," Educational Evaluation and Policy Analysis, vol. 15, 1993, pp. 1-16; Linn, "Assessment and Accountability"; and Richard J. Shavelson, Gail P. Baxter, and Jerry Pine, "Performance Assessments: Political Rhetoric and Measurement Reality," Educational Researcher, May 1992, pp. 22-27.
26. Madaus, op. cit.
27. Edward H. Haertel and Robert L. Linn, "Comparability," in Phillips, pp. 59-78.
28. Smith, op. cit.
29. Daniel Koretz et al., "The Vermont Portfolio Assessment Program: Findings and Implications," Educational Measurement: Issues and Practice, Fall 1994, pp. 5-16; Smith, op. cit.; and Brian M. Stecher et al., The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing (Los Angeles: Center for the Study of Evaluation, University of California, 1998).
30. Daniel Koretz et al., "The Vermont Portfolio Assessment Program: Findings and Implications," Educational Measurement: Issues and Practice, Fall 1994, pp. 5-16; Smith, op. cit.; and Brian M. Stecher et al., The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing (Los Angeles: Center for the Study of Evaluation, University of California, 1998).
31. Daniel Koretz et al., "The Vermont Portfolio Assessment Program: Findings and Implications," Educational Measurement: Issues and Practice, Fall 1994, pp. 5-16; Smith, op. cit.; and Brian M. Stecher et al., The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing (Los Angeles: Center for the Study of Evaluation, University of California, 1998).
32. Herman, p. 25.
33. Haertel and Linn, op. cit.
34. Messick, op. cit.; and W. James Popham, "What's Wrong - and What's Right - with Rubrics," Educational Leadership, October 1997, pp. 72-75.
35. Messick, op. cit.; and W. James Popham, "What's Wrong - and What's Right - with Rubrics," Educational Leadership, October 1997, pp. 72-75.
36. Pamela A. Moss et al., "Portfolios, Accountability, and an Interpretive Approach to Validity," Educational Measurement: Issues and Practice, Fall 1992, pp. 12-21.
37. Smith, op. cit.