Abstract

An explanation of the history of standardized tests in the US reveals the ways they have shifted from tools of articulation to tools of accountability not only in K–12 classrooms but also in higher education. Understanding the competing interests at play and the potential effects of the Common Core State Standards at the college level is crucial to reasserting assessment as a teaching and learning practice instead of a system of accountability.

Journal
Rhetoric Review
Published
2015-04-03
DOI
10.1080/07350198.2015.1008921
CompPile
Search in CompPile ↗
Open Access
Closed
Topics
Export

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

References (30) · 2 in this index

  1. Journal of Writing Assessment
  2. Academically Adrift: Limited Learning on College Campuses
  3. The Chronicle of Higher Education
  4. The Chronicle of Higher Education
  5. Testing, Friend or Foe? The Theory and Practice of Testing and Assessment
Show all 30 →
  1. Handbook of Psychological and Educational Assessment of Children
  2. 10.1111/j.1745-3992.1987.tb00511.x
  3. Then and Now in Education 1845 to 1923: A Message of Encouragement from the Past to the Present
  4. Writing Assessment: A Position Statement
  5. Equality of Educational Opportunity for All
  6. About the Standards
  7. Social Consequences of the Examined Life
  8. College Composition and Communication
  9. Teacher College Record Sept
  10. 10.1086/436037
  11. US Education Reform and National Security
  12. 10.1177/0193841X07303318
  13. “A Central Conclusion in Academically Adrift is Faulty
  14. Washington Post
  15. 10.2307/819970
  16. Defending Public Schools
  17. Time. Time
  18. Holding onto Good Ideas in a Time of Bad Ones
  19. Catalyst for Change: The CIC/CLA Consortium
  20. National Center for Educational Statistics
  21. The Measurement of Economic and Social Performance
  22. Rhetoric Review
  23. JAC
  24. Education: A First Book
  25. The Dean’s Notes