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Drawing on workforce research, it links creativity-focused competencies with business requirements and shows how high-stakes state testing narrows instruction, prioritizes rote learning, and reduces opportunities for deep, engaging learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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independent, open access, multilingual journal  \nArizona State University  \nVolume 23 Number 11 February 2nd, 2015 ISSN 1068-2341  \nAccountability Is More Than a Test Score  \nStephan Turnipseed  \nLEGO Education  \n&  \nLinda Darling-Hammond  \nStanford University  \nUnited States  \nCitation: Turnipseed, S., & Darling-Hammond, L. (2015). Accountability is more than a test score. Education Policy Anayl sis Archives, 23(11). [http://dx.doi.org/10.14507/epaa.v23.1986](http://dx.doi.org/10.14507/epaa.v23.1986. This)[. This](http://dx.doi.org/10.14507/epaa.v23.1986. This) article is part of EPAA/AAPE’s Special Series on A New Paradigm for Educational Accountability. Guest Series Edited by Dr. Linda Darling-Hammond.  \nAbstract: The number one quality business leaders look for in employees is creativity and yet the U.S. education system undermines the development of the higher-order skills that promote creativity by its dogged focus on multiple-choice tests. Stephan Turnipseed and Linda DarlingHammond discuss the kind of rich accountability system that will help students develop into the skilled adults that modern business and industry require.  \nKeywords: accountability; business leaders; testing; creativity.  \nLa responsabilidad educativa es más que una calificación en los exámenes  \nResumen: La primera cualidad que los líderes de negocios de calidad buscan en sus empleados es lacreatividad y sin embargo el sistema educativo de Estados Unidos socava el desarrollo de lashabilidades de orden superior que promueven la creatividad por su enfoque prioritario en pruebas deselección múltiple. Stephan Turnipseed y Linda Darling-Hammond discuten un sistema de  \nJournal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/  Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/  Manuscript) received: 09/01/2014  \nFacebook: /EPAAA Revisions received: 11/01/2014  \nTwitter: @epaa_aape Accepted: 01/05/2015  \nEducation Policy Analysis Archives Vol. 23 No. 11 2  \nresponsabilidad educativa que ayudará a los estudiantes a desarrollar como adultos las capacitades que los negocios y las industrias modernas requieren.  \nPalabras clave: responsabilidad educativa; lideres de negocio; exámenes; creatividad.  \nA responsabilidade educativa é mais do que os resultados dos testes  \nResumo: A primeira qualidade que os líderes empresariais procuram em seus funcionários é acriatividade, embora o sistema de ensino dos EUA prejudique o desenvolvimento de habilidades de ordem superior que promovem a criatividade porque o seu objectivo prioritário é obter bons resultados em testes de múltipla escolha. Stephan Turnipseed e Linda Darling-Hammond discutemum sistema de responsabilidade educativa que irá ajudar aos alunos a desenvolver como adultos ascapacidades que as empresas e indústrias modernas exigem.  \nPalavras-chave: responsabilidade educativa; líderes empresariais; exames; criatividade.  \nAccountability Is More Than a Test Score  \nThe Department of Labor estimates that nearly 65% of the jobs today’s elementary students will hold during their careers have not yet been invented. To be ready for this future, our young people will need analytic and creative abilities that enable them to constantly inquire, explore, and learn both on their own and with others. Yet our education system undermines the development of these higher-order skills by its dogged focus on multiple-choice tests, which discourage critical and creative thinking, as the ultimate measure of student achievement and teacher and school accountability.  \nA study by George Land and Beth Jarman (which spun off from NASA’s efforts to find creative employees) found that 98 percent of children test as creative geniuses at age 5, but that number decreases to only 30 percent by age 10 and a mere 12 percent by age 15. Only 2 percent of adults still test as creative geniuses by age 25. These adul","cbCaio50136zqH70","https://ap.wps.com/l/cbCaio50136zqH70","pdf",327290,"English","# Accountability Is More Than a Test Score\n## Commentary 3\n## Creativity as a Workplace Requirement\n## Limits of Test-Centered Accountability\n## High-Stakes Testing and Instructional Narrowing\n## Creativity, Innovation, and the Economy","[{\"question\":\"What does the article claim is missing from test score-based accountability?\",\"answer\":\"It claims that systems focused on multiple-choice exams undermine higher-order analytic and creative skills, discouraging critical and creative thinking.\"},{\"question\":\"What evidence does the article use about creativity over time?\",\"answer\":\"It cites a study showing that children test as creative geniuses at high rates around age 5, but the rate drops sharply by ages 10 and 15, and remains low for adults by age 25.\"},{\"question\":\"How do standardized tests affect classroom instruction and student learning?\",\"answer\":\"The article states that high-stakes testing increases test-prep time and drives instruction toward lower-level skills, leaving fewer incentives to explore subjects deeply and meaningfully.\"}]","Accountability Is More Than a Test Score - Commentary 3 | PDF",1792093221]