[NLA] accountability?

[Art LaChance]

Eileen,

Thank you.  Couldn't have done better.
My thoughts here are that this issue is a very clear example of the conflict
between academic/administration and the reality of the classroom and adult
student.  Totally separate goals, so necessarily the philosophies don't gell
together at all.
I hate cliches but really it's a case of damned if you do and damned if you
don't.  So what's your goal here if you're a teacher with the best interests of
the student in mind ?  My conscience is my guide.

Art



Eileen Eckert wrote:

> Who benefits from so-called accountability measures? Can anyone defend them
> as improving services to learners? If so, please give specific examples and
> evidence.
>
> I've noticed a couple of themes in the discussions of standardized tests as
> instruments of accountability: one is that programs that accept the
> standardized test strings attached to federal money seem to be making an
> effort not to let the tests become too big a barrier to learning or too
> detrimental to learners.
>
> Another is that in order to keep standardized tests from interfering too
> much with services to learners, some programs are dispensing with the only
> thing that makes the tests accountability measures--that is, the
> standardization (specifically timing). So how does "accountability" help
> learners?
>
> One outcome of "accountability" is that money that might have gone to serve
> students now goes to buy tests and answer sheets, certify teachers to
> administer the tests, pay trainers to certify the teachers, pay researchers
> to interpret the (invalidated, unreliable, but let's not talk about that)
> data, etc., etc. There's an example of money flowing from the poor to the
> rich!
>
> So how does accountability help learners?
>
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