ABSTRACT
The number of assessments and range of purposes for testing in K-16 education in the United States has grown greatly over the past 10 years. As the standards-based accountability movement has driven education reform, states and local districts have added numerous assessments to measure both individual student mastery of key academic content as well as teacher and school effectiveness in supporting student achievement (Olson, 2002). The No Child Left Behind Act (2001), with its various mandated assessments, has fueled an already hard-working assessment machine.
