Assessment Policy Overview
Content standards and assessments of student achievement are the backbone of the current standards-based based education policy system. Assessments are intended to reinforce the content messages of standards in order to drive instruction toward alignment. Increasingly, assessments are also used to hold students, educators, and schools accountable for their performance.
Researchers at CEG are at the forefront of issues in the design and impacts of assessments and assessment policies. They are studying the alignment among instruction, standards, and assessments under No Child Left Behind, the impacts of state policy on instruction, the design of assessments more sensitive to high-quality, aligned instruction, and the role of instructional content in estimating teachers’ value-added on state tests.
Polikoff, M.S. (May 2012). Instructional alignment under no child left behind. American Journal of Education, 118(3), 341-368.
Polikoff, M.S., Porter, A.C., & Smithson, J. (August 2011). How well aligned are state assessments of student achievement with state content standards? American Educational Research Journal, 48(4), 965-995.
Hentschke, G., Wohlstetter, P., Hirman, J., & Zeehandelaar, D. (2011) ‘Using
state-wide multiple measures for school leadership and management: costs incurred vs. benefits gained’, School Leadership & Mangement, (31)1 21-34
Polikoff, M.S. (2010). Instructional sensitivity as a psychometric property of assessments. Educational Measurement: Issues and Practice, 29(4), 3-14.
Porter, A.C., Polikoff, M.S., & Smithson, J. (September 2009). Is there a de facto national intended curriculum? Evidence from state content standards. Educational Evaluation and Policy Analysis, 31(3), 238-268.
Porter, A.C., Polikoff, M.S., Zeidner, T., & Smithson, J. (December 2008). The quality of content analyses of state student achievement tests and state content standards. Educational Measurement: Issues and Practice, 27(4), 2-14.
Porter, A.C. & Polikoff, M.S. (October 2007). NCLB: State interpretations, early effects, and suggestions for reauthorization. Social Policy Report, 21(4).