eprintid: 10005845
rev_number: 23
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/58/45
datestamp: 2010-06-02 11:32:59
lastmod: 2017-12-07 21:14:57
status_changed: 2010-06-02 11:32:59
type: article
metadata_visibility: show
item_issues_count: 0
creators_name: Wiliam, Dylan
creators_id: d.wiliam@ioe.ac.uk
title: Standardized testing and school accountability
ispublished: pub
divisions: B14
note: This is an electronic version of an article published in Wiliam, Dylan (2010) Standardized testing and school accountability. Educational Psychologist, 45 (2). pp. 107-122. Educational Psychologist is available online at: http://www.informaworld.com/10.1080/00461521003703060
abstract: This article explores the use of standardized tests to hold schools accountable. The history of testing for accountability is reviewed, and it is shown that currently between-school differences account for less than ten percent of the variance in student scores, in part because the progress of individuals is small compared to the spread of achievement within an age cohort, and, possibly, due to lack of alignment between instruction and assessment. A review of the literature on the effects of the introduction of such tests in high-stakes accountability regimes suggests that the effects can be positive, and the size of the effects is substantial. Therefore, while the validity of such tests may be problematic in terms of the intended inferences, their introduction may nevertheless be justified by their impact. The paper concludes with a number of suggestions on improving tests for high-stakes accountability.
date: 2010
date_type: published
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: public
publication: Educational Psychologist
volume: 45
number: 2
pagerange: 107-122
pages: 16
refereed: TRUE
issn: 1532-6985
citation:        Wiliam, Dylan;      (2010)    Standardized testing and school accountability.                   Educational Psychologist , 45  (2)   pp. 107-122.          Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10005845/1/Wiliam2010Standardized107.pdf