Title
Test-based Accountability Systems: Concerns for Indiana’s Multilingual Learners and Their Teachers
Document Type
Article
Publication Date
2014
Publication Title
INTESOL Journal
First Page
25
Last Page
43
Additional Publication URL
https://journals.iupui.edu/index.php/intesol/article/view/17902
Abstract
Indiana’s current test-based accountability system grew, in part, out of decades of federal-level educational reform initiatives. This article reviews the history of Indiana’s test-based accountability system for schools and details how the system calculates evaluative ratings for Indiana teachers and schools. Additionally, the article analyzes how the Indiana accountability system contradicts what is known about appropriate measurement of English language learners and lists psychometric and validity concerns such as valid assessment, non-random assignment, norming groups, and ceiling/bottom effects. This article calls for a system in which multiple assessments offer rich data for school and teacher evaluations.
Rights
This is an electronic copy of an article originally published by INTESOL Journal. Archived with permission. The author(s) reserves all rights.
Recommended Citation
Brooks, Kathryn and Kandel-Cisco, Brooke, "Test-based Accountability Systems: Concerns for Indiana’s Multilingual Learners and Their Teachers" (2014). Scholarship and Professional Work – Education. 87.
https://digitalcommons.butler.edu/coe_papers/87
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons