Title

Commentaries

Document Type

Article

Publication Date

8-2005

Abstract

The article reflects on the efficacy on the application of instructionally supportive accountability tests in the teaching of science in the U.S. It recommends strategies to address the problems on validating the perceived diverse purposes of instructional utility and accountability, designing and collecting evidence. Among the primary recommendations include measuring the mastery of only a few standards, describing the objectives in teacher-palatable language and taking into account results for every assessed curricular aim.