Controversies of Standardized Assessment in School Accountability Reform: A Critical Synthesis of Multidisciplinary Research Evidence

• Published in: Applied measurement in education 2006-10, Vol.19 (4), p.305-328
• Main Authors: Wang, Lihshing, Beckett, Gulbahar H., Brown, Lionel
• Format: Article
• Language: English
• Subjects: Academic Achievement; Accountability; Action Research; Education policy; Education reform; Educational Change; Educational evaluation; Educational Research; Interdisciplinary Approach; Performance Based Assessment; Persuasive Discourse; Standardized Tests
• ISSN: 0895-7347; 1532-4818
• DOI: 10.1207/s15324818ame1904_5

Standardized assessment in school systems has been the center of debate for decades. Although the voices of opponents of standardized tests have dominated the public forum, only a handful of scholars and practitioners have argued in defense of standardized tests. This article provides a critical synthesis of the controversial issues on state-mandated assessment of student achievement in the era of school accountability reform. By presenting an in-depth and balanced synthesis of published documents to date, this article critically reviews the 4 interlocking cornerstones of the reform's conceptual framework: assessment-driven reform, standards-based assessment, assessment-centered accountability, and high-stakes consequences. For each controversy, this article first presents the pro arguments that advocate the reform movement, followed by the con arguments that challenge the very core of the reform. The article then summarizes the debates by developing a critical synthesis of the available multidisciplinary evidence, including educational, psychometric, sociocultural, and neurocognitive research. The article concludes by proposing an action research agenda for stakeholders of different arenas and outlining future directions for standardized assessment in schools.