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| Release | : 2001 |
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| Author | : Fenwick W. English |
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| Release | : 2001 |
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| Author | : Carolyn J. Downey |
| Publisher | : Corwin Press |
| Total Pages | : 241 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 1412964571 |
An expanded examination of the Downey Walk-Through, this sequel shows leaders how to help teachers improve their practice by engaging them in reflection and professional dialogue.
| Author | : W. James Popham |
| Publisher | : ASCD |
| Total Pages | : 175 |
| Release | : 2001-11-15 |
| Genre | : Education |
| ISBN | : 1416601325 |
With public and political demand for educational accountability never higher, educators are under enormous pressure to raise students' scores on standardized achievement tests. Policymakers are backing large-scale, high-stakes testing programs as the best way to determine which schools are failing and which schools are succeeding, and the only way to ensure the quality of students' schooling. Nonsense, says distinguished educator and author W. James Popham. In The Truth About Testing: An Educator's Call to Action, Popham explores both the absurdity and the serious destructive consequences of today's testing programs. He uses actual items drawn from current standardized achievement tests to show what these tests really measure and why they should never be used to evaluate school quality or teacher ability. But, Popham insists, there's a way out of this measurement mess. And it's up to educators to take the first steps. Throughout this commonsense and conversational resource, the author appeals to educators to build their own assessment literacy, spread the word about harmful testing, and reexamine how they use test data in the classroom. He provides * Advice for distinguishing between sound and unsound large-scale tests. * Guidelines to help teachers maximize the instructional benefits properly constructed classroom tests can bring. * Evidence-gathering strategies for teachers and administrators trying to survive and thrive in an accountability-driven environment. The book closes with a series of action items for educators interested in ending the score-boosting game, halting the erosion of educational quality, and establishing the kind of testing that can improve student learning. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
| Author | : Robert Murray Thomas |
| Publisher | : Routledge |
| Total Pages | : 329 |
| Release | : 2005-01-01 |
| Genre | : Education |
| ISBN | : 9780805855227 |
Murray addresses the high stakes game of achievement testing in public American education, especially the pressures brought to bear by the No Child Left Behind Act, wherein test-focused schools fail to teach and fail to assess important learning experiences, inconsistency in testing standards, increased student dropout rates, political peril for a school or a district, and how test success varies by students' socioeconomic status. He says that testing and authentic assessment are achievable, but he suggests different methods than punitive punishments if all learners fail to learn at the same rate or in the same environment.
| Author | : Donna Walker Tileston |
| Publisher | : Corwin Press |
| Total Pages | : 105 |
| Release | : 2008-05-22 |
| Genre | : Education |
| ISBN | : 1452294364 |
"Helps building and district-level administrators realize that they don′t have to abandon sound and effective instructional practices to prepare students for high-stakes tests." —Sheila Smith, Science Specialist Jackson Public Schools, MS "I encourage trainers to discuss this text and its applications with teachers to enhance the performance of students on state and national tests. This book meets a very specific need in classrooms." —J-Petrina McCarty-Puhl, Teacher Robert McQueen High School, Reno, NV Improve student performance on high-stakes tests with research-proven practices for teaching to standards! Standardized tests are one of the leading measures of student achievement and educator accountability today, so it is important to give students the necessary skills to perform well on state exams and to align instructional practices with standards. This step-by-step manual outlines a straightforward, powerful model for infusing state standards and knowledge benchmarks into lesson plans and day-to-day assessments to boost overall achievement. Grounded in the results of more than 30,000 studies, the best practices shared by the authors are linked specifically to the two types of knowledge—declarative and procedural—assessed on high-stakes tests and are ranked according to their effectiveness for each type. To help educators maximize testing results while meeting state standards and ultimately deepening student learning, the text provides a solid framework that empowers teachers to easily: Unpack state standards by grade level into measurable units Identify the key elements of state tests Determine and assess critical benchmarks Select the most appropriate and meaningful strategies based on new data on the effectiveness of various instructional practices From reproducible templates to tangible tactics for mapping lesson plans, this resource offers comprehensive tools for teachers to nurture learning and ensure success in all students.
| Author | : Stephen N. Elliott |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 342 |
| Release | : 2011-04-28 |
| Genre | : Psychology |
| ISBN | : 1441993568 |
The Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and policies toward practices that enhance learning and testing outcomes. Drawing on an extensive research and theoretical base as well as emerging areas of interest, the volume focuses on major policy concerns, instructional considerations, and test design issues, including: The IEP team’s role in sound assessment. The relationships among opportunity to learn, assessment, and learning outcomes. Innovations in computerized testing and the “6D” framework for standard setting. Legal issues in the assessment of special populations. Guidelines for linguistically accessible assessments. Evidence-based methods for making item modifications that increase the validity of inferences from test scores. Strategies for writing clearer test items. Methods for including student input in assessment design. Suggestions for better measurement and tests that are more inclusive. This Handbook is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy.
| Author | : Stephen N. Elliott |
| Publisher | : Springer |
| Total Pages | : 341 |
| Release | : 2011-05-12 |
| Genre | : Psychology |
| ISBN | : 9781441993557 |
The Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and policies toward practices that enhance learning and testing outcomes. Drawing on an extensive research and theoretical base as well as emerging areas of interest, the volume focuses on major policy concerns, instructional considerations, and test design issues, including: The IEP team’s role in sound assessment. The relationships among opportunity to learn, assessment, and learning outcomes. Innovations in computerized testing and the “6D” framework for standard setting. Legal issues in the assessment of special populations. Guidelines for linguistically accessible assessments. Evidence-based methods for making item modifications that increase the validity of inferences from test scores. Strategies for writing clearer test items. Methods for including student input in assessment design. Suggestions for better measurement and tests that are more inclusive. This Handbook is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy.
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| Release | : 1998 |
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This brief considers the use of high-stakes testing. Much of the fanfare accompanying "get tough" policies for failing students and schools has tempered as policymakers begin to see the complexity of raising student achievement dramatically in a short period of time. Education assessment systems are improving, but they are not as good as policymakers assume or as students deserve. Even the most severe critics of high-stakes testing acknowledge that assessments are necessary for accountability and diagnostic purposes, but relying on a single test for decisions about systems and individual students is fraught with difficulties. Using multiple measures could encourage schools to focus less on a single measure and more on improving achievement generally. In considering the issue of high-stakes tests, it is necessary to assure that the tests are psychometrically and technically sound and to determine the impact on teacher and student behavior. It is also necessary to ensure that the tests will pass legal review and that tests really contribute to accountability. (Contains 16 references.) (SLD).
| Author | : Paul Bambrick-Santoyo |
| Publisher | : John Wiley & Sons |
| Total Pages | : 298 |
| Release | : 2010-04-12 |
| Genre | : Education |
| ISBN | : 0470548746 |
Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.
