Accountability Through Assessment and Instruction

The widespread demand for educational accountability has been reviewed and analyzed many times (e.g., Farr, & Olshavsky, 1980). At the same time that this demand to endorse and promote the use of traditional forms of assessment appeared, the development of theory about how people think, learn, and express themselves has called for the development of assessments that reflect the processes those theories describe (Anderson, & Pearson, 1984; Johnston, 1986).