Making sense of test-based accountability in education
نام عام مواد
[Electronic Resource]
نام نخستين پديدآور
/ Laura S. Hamilton, Brian M. Stecher, Stephen P. Klein, editors
نام ساير پديدآوران
; prepared for the National Science Foundation
وضعیت نشر و پخش و غیره
محل نشرو پخش و غیره
Santa Monica, CA
نام ناشر، پخش کننده و غيره
: Rand,
تاریخ نشرو بخش و غیره
, 2002.
مشخصات ظاهری
نام خاص و کميت اثر
xxi, 168 p. ill. 23 cm.
یادداشتهای مربوط به نشر، بخش و غیره
متن يادداشت
e
یادداشتهای مربوط به کتابنامه ، واژه نامه و نمایه های داخل اثر
متن يادداشت
ng
متن يادداشت
Includes bibliographical references (p. 149-168).
یادداشتهای مربوط به مندرجات
متن يادداشت
Machine generated contents note: 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 -- Using Assessments to Monitor Aggregate Academic -- Achievement -- Evolving from Minimum-Competency Testing to -- Measurement-Driven Instruction -- The Education Reform Movement and Increased Use -- of Standardized Tests -- The Second Wave of Reform: Testing Higher-Order -- Skills -- How Large-Scale Tests Are Used Today -- Content and Performance Standards -- Norm-Referenced Score Reporting -- Criterion-Referenced Score Reporting -- Comparing the Two Types of Score Reporting -- Disadvantages to Reporting Performance Solely as -- Norm or Criterion Referenced -- Aligning Tests and Standards -- Types of Assessments -- Reporting the Results of Large-Scale Assessments -- Setting Targets for Performance -- Measuring Status -- Measuring Change -- Rewards and Sanctions -- School-Level Incentives -- Student-Level Incentives -- Summary -- Chapter Three -- TECHNICAL CRITERIA FOR EVALUATING TESTS -- First, Some Background -- Score Reliability -- Factors That Affect Score Reliability -- Quantifying Score Reliability -- Score Reliability and Decisionmaking -- Validity -- Forms of Validity Evidence -- Validity of Scores and Gains Under High-Stakes -- Conditions -- Fairness -- Bias-Free Items and Tests -- Comparable Opportunities to Demonstrate -- Knowledge -- 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 -- The Effects of Testing and Test Validity -- Broadened Use of High-Stakes Testing to Promote -- Changes in School Practice -- Gathering Evidence About the Effects of High-Stakes -- Testing -- The Positive and Negative Effects of High-Stakes -- Testing -- Teacher Response to High-Stakes Testing -- Positive Classroom Effects -- Neutral and Negative Classroom Effects -- School-Level Effects -- Effects on Equity -- Summary -- Chapter Five -- ACCOUNTABILITYAS 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? -- Public Opinion -- The Need to Show Results Quickly -- 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 -- Recommendations for Policymakers -- Recommendations for Testing and Measurement -- Professionals -- Chapter Six -- IMPROVING TEST-BASED ACCOUNTABILITY -- First, Some General Advice -- Improving Technical Quality -- Conduct Ongoing Evaluation of Technical Quality -- Incorporate Multiple Measures and Multiple -- Formats -- Incorporate Findings from Cognitive Psychology -- Collect and Maintain Rich Student-Level Data -- Adopt Stable Statistical Indicators -- Designing Systems That Have Positive Effects on -- Practice -- Conduct Ongoing Research and Evaluation of Effects -- on Practice -- Align Teacher Professional Development and -- Curriculum with Standards and Assessments -- Clarify the Desired Balance Between Accountability -- Purposes and Instructional Purposes -- Create Incentives That Promote Desired Goals -- Consider Each Policy's Potential Effects on Equity -- Political Considerations -- Facilitate Integration of Political and Professional -- Perspectives -- Incorporate Parents' Perspectives -- Explore Costs and Benefits of Alternative -- Approaches -- Conclusion.