Previous Chapter Chapter 9: Accountability for Excellence and Equity
Chapter 9: Accountability for Excellence and Equity
To be persuasive, we must be believable; To be believable, we must be credible; To be credible, we must be truthful.
Educational accountability is probably one of the most frenetic, feared, and frustrating terms in our current professional language. It typically appears at the center of a heated discussion of extremes, wrought with deep emotion, and represents an all or nothing proposition. The argument might go something like this: “All testing is good; no, all testing is bad. All high-stakes tests are reliable and valid; no, all high-stakes tests are meaningless. All testing results should be considered in making critical educational decisions; no, all results should be discarded and ignored. All systems are innocent victims ...