Examining the Complexity of Assessment and Accountability in Teacher Education

• DOI: 10.1177/0022487112460200
• Publication Date: 2012-10-18T16:37:14Z
• Authors: Stephanie L. Knight; Jacqueline Edmondson; Gwendolyn M. Lloyd; Fran Arbaugh; James Nolan; Anne Elrod Whitney; Scott P. McDonald
• Keywords: 4. Education; 05 social sciences; 16. Peace & justice; 0503 education

The theme of accountability currently permeates conversations about education at every level, including teacher and professional development. In our Call for Manuscripts this issue, we invited empirical or conceptual manuscripts addressing assessment in that would move the community forward considering topics both more precisely with greater complexity. range suggested subtopics questions within was broad to elicit a wide responses. general, asked, Who is be held accountable? For what? And by whom? As reviewed many excellent submissions, one predominant response these centered on value-added modeling (VAM) approaches accountability. Although only several answers it has important intended unintended consequences various stakeholders education, beginning teachers, mentor administrators, educators, higher institutions, policy makers. Emergence Value-Added Models Teacher Education rise interest VAM related search definition quality emerged as primary factor determination K-12 student performance, probably confluence number events (see Knight, 2011). Tennessee study (Sanders & Horn, 1998), landmark using random assignment teachers students classrooms, firmly established advantage having high-quality over years. years, educators had struggled seemingly intractable socioeconomic factors poor performance. notion appeared manipulable constituted viable approach closing achievement gaps. Not do make difference but their effectiveness can potentially assessed, rewarded, improved through recruitment, incentives, and/or No Child Left Behind Race Top funding legislation served popularize quality. Given emphasis development contributor quality, application may have an obvious connection makers Floden, 2012 [this issue]). Despite rather limited evidence impacts preparation programs (Duckworth, Quinn, Seligman, 2009), concluded preparation, individual improved--or removed if necessary. However, just applied resulted methodological, ethical, other concerns, used determine carries similar concerns well others specific education. Possibilities Limitations February 2012, Journal (JTE) sponsored Major Forum American Association Colleges (AACTE) Annual Meeting Chicago featured research states commentaries focused participants possibilities limitations approach. Participants agreed framing issue much stake consider young people country. Federal state governments are investing great deal money systems, implementation complex significant. …