Redesigning assessment and accountability: An introduction

Main Article Content

Abstract

This special issue advances the discussion of redesigning assessment and accountability that began in the August 2014 Education Policy Analysis Archives article, “Accountability for college and career readiness: Developing a new paradigm” by Linda Darling-Hammond, Gene Wilhoit and Linda Pittenger. This issue focuses on the potential for multiple measures approaches to accountability and performance assessment to support more meaningful learning as part of a redesigned system of support and accountability. We bring together two reviews of state policy with commentaries that describe district, network, state, and university efforts to integrate multiple measures and performance assessment in systems of accountability. This issue helps to illustrate how educators at all levels of the system—schools, districts, networks, and state education agencies—are taking action to reimagine a more supportive and equitable educational system.

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Article Details

How to Cite
Stosich, E. L., Bae, S., & Snyder, J. (2018). Redesigning assessment and accountability: An introduction. Education Policy Analysis Archives, 26, 7. https://doi.org/10.14507/epaa.26.3666
Section
Redesigning Systems of Assessment and Accountability
Author Biographies

Elizabeth Leisy Stosich, Fordham University

Elizabeth Leisy Stosich is an Assistant Professor in Educational Leadership, Administration, and Policy at Fordham University. Previously, she was a Research and Policy Fellow at the Stanford Center for Opportunity Policy in Education. Her research interests include education policy, assessment and accountability, school and district leadership, school improvement, and teachers’ professional learning.



Soung Bae, Stanford University

Soung Bae is a Senior Learning Specialist and UDL Innovation Studio Manager at the Schwab Learning Center at Stanford University. Formerly, she was a Senior Research and Policy Analyst at the Stanford Center for Opportunity Policy in Education. Her research interests focus on school accountability, student engagement, and designing learning environments that appreciate and support learner variability.

Jon Snyder, Stanford University

Jon Snyder is the Executive Director of the Stanford Center for Opportunity Policy in Education (SCOPE). His research interests include teacher learning, conditions that support teacher learning, and the relationships between teacher and student learning.