Publications & Resources
Instructional Effects in Elementary Schools
Joan L. Herman
Standards-based reform represents not only high expectations for student performance, but also equally high expectations for how assessment-based accountability policies can influence teaching and learning in schools. Much is expected of standards-based assessment at the policy level: Such assessments are expected to serve as both a lever for improvement and a measure of such improvement. Based on available research, this report explores how well assessment serves these functions from the perspective of elementary schools. The report begins with the basic vision of what standards-based assessment is expected to accomplish and then reviews major themes emerging from the literature that show the extent to which this vision is being realized. The report concludes with recommendations for improving policy and practice.
Herman, J. L. (2002). Instructional effects in elementary schools (CSE Report 577). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).