By Sherman Dorn
To appreciate the present second in class responsibility, one needs to comprehend the bigger contradictions in schooling politics. responsibility Frankenstein presents a broader viewpoint at the tuition responsibility debate by way of exploring the contradictions inherent in high-stakes trying out. responsibility Frankenstein explains the ancient and social origins of test-based responsibility: the political roots of responsibility, why we belief try out ratings whereas we mistrust academics, the assumptions in the back of formulaic responsibility structures, and the weaknesses with the present carrot-and-stick method of motivating academics. responsibility Frankenstein solutions the questions of educators and oldsters who are looking to comprehend the origins of responsibility. This ebook demanding situations the ideals of fierce advocates and competitors of highstakes checking out. It offers a rescue plan for responsibility after the mess ups of high-stakes checking out, a plan to make responsibility clever, democratic, and genuine.
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Additional info for Accountability Frankenstein. Understanding and Taming the Monster
06% of education spending. Standardized testing is relatively inexpensive if one only looks at direct costs. The Costs of High-Stakes Accountability Opportunity Costs The direct costs of testing are only part of the picture; as Picus (1994) noted, one must consider both direct and indirect costs. Indirect costs or opportunity costs come in several guises. One opportunity cost of testing is the use of resources in the management of annual standardized testing. In every school, there are people whom a principal must assign to various functions, to store tests once they come from the publisher, organize individual booklets and answer sheets, distribute packets to teachers, remind or instruct teachers on test procedures, proctor the tests, arrange for make-ups, collect and repackage the tests, and keep the finished answer sheets secure before pickup.
Which is a better use of funding? A fourth opportunity cost is in the change in the curriculum to emphasize tested subjects or to provide remedial work specifically targeted at the tests. A survey of principals by the Center on Education Policy (2006) documented that more than 70% of schools had reduced teaching in other subjects because of high-stakes testing—over 30% each for science and history. This survey is consistent with other studies (Jones & Egley, 2004; Nichols & Berliner, 2007; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1989).
Switching to any other system requires considerable, visible political risks. In the late 1990s, Rhode Island created a system of school visiting—a more extensive version of what high school administrators would recognize as an accreditation visit, based on a now-extinct school inspection system in England (Wilson, 1996). The Rhode Island Department of Education designed the School Accountability for Learning and Teaching (or SALT) to push staff at all schools to examine their own practices before a 4-day visit of a team that follows students around.