Thursday, February 10, 2011

Resources: Testing and Accountability


NEW: Incentives and Test-Based Accountability in Education

Amrein, A.L., & Berliner, D.C. (2002, March 28). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18). Retrieved 1 November 2009 from
Ball, A., Christensen, L., Fleischer, C., Haswell, R., Ketter, J., Yageldski, R., & Yancey, K. (2005, April 16). The impact of the SAT and ACT timed writing tests. Urbana, IL: National Council of Teachers of English.
Bracey, G. (2009a, November). The big tests: What ends do they serve? Educational Leadership, 67(3), 32-37. Retrieved 8 December 2009 from
Croes, J., & Morgenstern, M. (2008, December 25) Too much testing cuts into learning. The Boston Globe online edition. 

David, J. L. (2011, March). High-stakes testing narrows the curriculum. Educational Leadership, 68(6), 78-80.
Freedman, S. W. (1995) Exam-based reform stifles student writing in the U.K. Educational Leadership, 52(6), 26-29.
Klein, S. P., Hamilton, L. S., McCaffrey, D. F. & Stecher, B. M. (2000) What do test scores in Texas tell us? Issue Paper, Rand Education. Santa Monica, CA: Rand Corporation. Retrieved 20 August 2009 from
Kobrin, J. L., Patterson, B. F., Shaw, E. J., Mattern, K. D., & Barbuti, S. M. (2008). Validity of the SAT for predicting first-year college grade point average. College Board Research Report No. 2008-5. New York: The College Board. Retrieved 12 August 2008 from
Krashen, S. (2008, Spring) Bogus claims about Reading First. Rethinking Schools Online, 22(3). Retrieved 20 August 2009 from
Krashen, S. (2006, October 2). Did Reading First work? The Pulse. Retrieved 20 August 2009 from
Krashen, S. (2001). More smoke and mirrors: A critique of the National Reading Panel (NRP) report on fluency. Phi Delta Kappan, 83(2), 118-22.
Krashen, S. (2007). NCLB: No impact on state fourth grade reading test scores. The Pulse.  Retrieved 7 September 2009
Marklein, M. B. (2009, August 25). SAT scores show disparities by race, gender, family income. USA Today. Retrieved 27 August 2009 from
Neal, D., & Schanzenbach, D. W. (2007, July). Left behind by design: Proficiency counts and test-based accountability. NBER Working Paper No. 13293. Cambridge, MA: National Bureau of Economic Research, Inc. Retrieved 5 August 2009 from
Nichols, S. L., & Berliner, D. C. (2008a, March). Testing the joy out of learning. Educational Leadership, 65(6), 14-18.
Nichols, S. L., & Berliner, D. C. (2008b, May). Why has high-stakes testing so easily slipped into contemporary American life? Phi Delta Kappan, 89(9), 672-676.
Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Popham, W. J. (2001a) Teaching to the Test? Educational Leadership, 58(6), 16–20.
Popham, W. J. (2001b). The Truth about testing: An educator’s call to action. Alexandria, VA: Association for Supervision and Curriculum Development.
Popham, W. J. (1999) Why Standardized Tests Don’t Measure Educational Quality. Educational Leadership, 56(6), 8-15.
———. (2004a, October). The negative impact of testing writing skills. Educational Leadership, 62(2), 76-79.
———. (2004b). Numbers games: Measuring and mandating American education. New York: Peter Lang USA.

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