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Can a Teacher‐Led State Assessment System Work?
Author(s) -
Bandalos Deborah L.
Publication year - 2004
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/j.1745-3992.2004.tb00157.x
Subject(s) - no child left behind , literacy , work (physics) , standards based assessment , stars , standardized test , educational assessment , mathematics education , computer science , medical education , psychology , pedagogy , engineering , political science , medicine , accountability , mechanical engineering , law , computer vision
Recent implementation of Nebraska's Standards‐based Teacher‐led Assessment and Reporting System (STARS) introduced a unique opportunity to examine the benefits and drawbacks of a teacher‐led state assessment system. STARS is unique among state assessment systems in that statewide tests are replaced by locally developed assessments designed by teachers. Benefits of this system are found to be greater teacher use of results for instructional planning, greater diagnostic utility of the assessments, and gains in assessment literacy. Disadvantages include the time‐consuming and stressful nature of creating localized assessments. Compatibility of STARS with the requirements of the No Child Left Behind Act are discussed.