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Defending standardized testing /
Everyone invested in the success of American education, from parents to policymakers, are affected by or concerned about educational testing. The education reform movement of the past 15 years has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Mahwah, N.J. :
Lawrence Erlbaum Associates,
2005.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Defending standardized testing / |c edited by Richard P. Phelps. |
| 260 | |a Mahwah, N.J. : |b Lawrence Erlbaum Associates, |c 2005. | ||
| 300 | |a 1 online resource (xviii, 341 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references (pages 304-329) and indexes. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Persistently positive : forty years of public opinion on standardized testing / Richard P. Phelps -- High-stakes testing : contexts, characteristics, critiques, and consequences / Gregory J. Cizek -- The rich, robust research literature on testing's achievement benefits / Richard P. Phelps -- Some misconceptions about large-scale educational assessments / Dean Goodman and Ronald K. Hambleton -- The most frequently unasked questions about testing / Stephen G. Sireci -- Must high stakes mean low quality? Some testing program implementation issues / George K. Cunningham -- Whose rules? The relation between the "rules" and "law" of testing / Chad W. Buckendahl and Robert Hunt -- Teaching for the test : how and why test preparation is appropriate / Linda Crocker -- Doesn't everybody know that 70% is passing? / Barbara S. Plake -- The testing industry, ethnic minorities, and individuals with disabilities / Kurt F. Geisinger -- A school accountability case study : California API awards and the Orange County register margin of error folly / David Rogosa -- Leave no standardized test behind / Mary Lyn Bourque -- Appendix A : Polls and surveys that have included items about standardized testing : 1954 to present -- Appendix B : Some studies revealing testing achievement benefits, by methodology type. | |
| 520 | |a Everyone invested in the success of American education, from parents to policymakers, are affected by or concerned about educational testing. The education reform movement of the past 15 years has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished. On the other hand, some critics view the push for standards and testing as precisely what ails American education. They view testing generally as an impediment to reform, an antiquated technology that reflects an antiquated view of teaching, learning, and social organization, and perpetuates inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. And, never before has the American public been in such agreement about the value of testing for measuring student performance, monitoring the performance of educational systems, gauging the success of reforms, and accountability. acknowledge the benefits of testing. Many of these measurement specialists also believe that those benefits have been insufficiently articulated in the public discussions of testing. Although much has been written over the past decade on standardized testing policy, little has been published by measurement specialists who support the use of external, high-stakes standardized testing. Most of the published material has been written by those opposed to such testing. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests. standardized testing situation, arguments, and strategies; explain and refute many of the common criticisms of standardized testing; document the public support for, and the realized benefits of, standardized testing; acknowledge the genuine limitations of, and suggest improvements to, testing practices; provide guidance for structuring and administering large-scale testing programs in light of public preferences and the "No Child Left Behind Act" requirements; and present a defense of standardized testing and a practical vision for its promise and future. Defending Standardized Testing minimizes the use of technical jargon so as to appeal to all who have a stake in American educational reform - parents, policy makers, school board members, teachers, administrators, and measurement specialists. | ||
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