Author(s)

Qing Zhang ¹, Xiufen Zhao ¹, Juan Wang ¹

Affiliation(s)

¹ Academic Affairs Office, Sichuan International Studies University, Chongqing, China

Corresponding Author

Qing Zhang

ABSTRACT

This article examines the recent reforms and innovative approaches within the general education assessment system in the United States. It explores the evolving landscape of educational evaluation, highlighting key changes, challenges, and emerging trends. By synthesizing current literature, policy documents, and empirical evidence, this paper provides insights into the motivations behind reform efforts, assesses their effectiveness, and identifies areas for future research and improvement.

KEYWORDS

General Education; Assessment System; the United States

CITE THIS PAPER

Qing Zhang, Xiufen Zhao, Juan Wang, Reform and Innovation in the General Education Assessment System in the United States. Adult and Higher Education (2024) Vol. 6: 69-74. DOI: http://dx.doi.org/10.23977/aduhe.2024.060410.

REFERENCES

[1] Khattri, N., & Sweet, D. (1996). Assessment Reform: Promises and Challenges, 1-21, in Kane, M.B., & Mitchell, R. (Eds.). Implementing Performance Assessment: Promises, Problems, and Challenges (1st ed.). Routledge.
[2] Verger, A., Parcerisa, L., & Fontdevila, C. (2019). The Growth and Spread of Large-scale Assessments and Test-based Accountabilities: A Political Sociology of Global Education Reforms. Educational Review, 71(1), 5–30.
[3] Gronlund, N. E. (2006). Assessment of Student Achievement. Allyn & Bacon.
[4] Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4-14.
[5] Wiggins, G. (1993). Assessment: Authenticity, Context, and Validity. Phi Delta Kappan, 75(3), 200-214. 
[6] Koretz, D. (2017). The Testing Charade: Pretending to Make Schools Better. University of Chicago Press.
[7] Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.

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