Making sense of test-based accountability in education
Laura S. Hamilton, Brian M. Stecher, Stephen P. Klein, editors ; prepared for the National Science Foundation.
Bok Engelsk 2002 · Electronic books.
| Utgitt | Santa Monica, CA : : Rand, , 2002.
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| Omfang | 1 online resource (193 p.)
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| Opplysninger | Description based upon print version of record.. - PREFACE; CONTENTS; FIGURES; TABLES; SUMMARY; ACKNOWLEDGMENTS; Chapter One INTRODUCTION; DEFINING THE TERMS; TESTS ARE USED WIDELY AND FOR SEVERAL PURPOSES; NEW FEDERAL LEGISLATION MAKES TESTING MANDATORY; THE RATIONALE FOR TEST-BASED ACCOUNTABILITY SYSTEMS IS COMPELLING; TEST-BASED ACCOUNTABILITY COMMANDS SUBSTANTIAL RESOURCES; ABOUT THIS BOOK; Chapter Two TESTS AND THEIR USE IN TEST-BASED ACCOUNTABILITY SYSTEMS; A BRIEF HISTORY OF RECENT TRENDS IN LARGE-SCALE ASSESSMENT; HOW LARGE-SCALE TESTS ARE USED TODAY; ALIGNING TESTS AND STANDARDS; SETTING TARGETS FOR PERFORMANCE; REWARDS AND SANCTIONS. - SUMMARYChapter Three TECHNICAL CRITERIA FOR EVALUATING TESTS; FIRST, SOME BACKGROUND; SCORE RELIABILITY; VALIDITY; FAIRNESS; TRADE-OFFS: TESTING TIME, COSTS, AND OTHER FACTORS; CONCLUSION; Chapter Four CONSEQUENCES OF LARGE-SCALE, HIGH-STAKES TESTING ON SCHOOL AND CLASSROOM PRACTICE; THE IMPORTANCE OF THE EFFECTS OF TESTING; GATHERING EVIDENCE ABOUT THE EFFECTS OF HIGHSTAKES TESTING; THE POSITIVE AND NEGATIVE EFFECTS OF HIGH-STAKES TESTING; SUMMARY; Chapter Five ACCOUNTABILITY AS SEEN THROUGH A POLITICAL LENS; STANDARDIZED TESTING FACILITATES POLITICAL OVERSIGHT OF EDUCATION. - WHICH GROUPS ARE INTERESTED IN TESTING AND ASSESSMENT?WHAT FACTORS INFLUENCE TESTING POLICY?; TESTING AS A ROUTE TO ACHIEVING OTHER POLICY GOALS; THE INFLUENCE OF POLITICS ON HOW TESTS ARE USED; RECONCILING POLICYMAKING IMPERATIVES WITH GOOD TESTING STANDARDS; Chapter Six IMPROVING TEST-BASED ACCOUNTABILITY; FIRST, SOME GENERAL ADVICE; IMPROVING TECHNICAL QUALITY; DESIGNING SYSTEMS THAT HAVE POSITIVE EFFECTS ON PRACTICE; POLITICAL CONSIDERATIONS; CONCLUSION; RESOURCES; REFERENCES; CONTRIBUTORS. - Test-based accountability systems that attach high stakes to standardized test results have raised a number of issues on educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? And what kinds of tradeoffs do these testing policies introduce? This book responds to the growing emphasis on high-stakes testing and offers recommendations for more-effective test-based accountability systems.
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| ISBN | 0833031619
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