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Making Sense Of Test Based Accountability In Education


Author : Laura S. Hamilton
language : en
Publisher: Rand Corporation
Release Date : 2002-07-31

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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.

Making Sense Of Data Driven Decision Making In Education


Author :
language : en
Publisher:
Release Date : 2006

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Data-driven decision making (DDDM), applied to student achievement testing data, is a central focus of many school and district reform efforts, in part because of federal and state test-based accountability policies. This paper uses RAND research to show how schools and districts are analyzing achievement test results and other types of data to make decisions to improve student success. It examines DDDM policies and suggests future research in the field. A conceptual framework, adapted from the literature and used to organize the discussion, recognizes that multiple data types (input, outcome, process, and satisfaction data) can inform decisions, and that the presence of raw data does not ensure its effective use. Research questions addressed are: what types of data are administrators and teachers using, and how are they using them; what support is available to help with the use of the data; and what factors influence the use of data for decision making? RAND research suggests that most educators find data useful for informing aspects of their work and that they use data to improve teaching and learning. The first implication of this work is that DDDM does not guarantee effective decision making: having data does not mean that it will be used appropriately or lead to improvements. Second, practitioners and policymakers should promote the use of various data types collected at multiple points in time. Third, equal attention needs to be paid to analyzing data and taking action based on data. Capacity-building efforts may be needed to achieve this goal. Fourth, RAND research raises concerns about the consequences of high-stakes testing and excessive reliance on test data. Fifth, attaching stakes to data such as local progress tests can lead to the same negative practices that appear in high-stakes testing systems. Finally, policymakers seeking to promote educators' data use should consider giving teachers flexibility to alter instruction based on data analyses. More research is needed on the effects of DDDM on instruction, student achievement, and other outcomes; how the focus on state test results affects the validity of those tests; and the quality of data being examined, the analyses educators are undertaking, and the decisions they are making.

Selected Rand Abstracts


Author : Rand Corporation
language : en
Publisher:
Release Date : 2002

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Includes publications previously listed in the supplements to the Index of selected publications of the Rand Corporation (Oct. 1962-Feb. 1963).

Policy Tools For Improving Education


Author : Robert E. Floden
language : en
Publisher: SAGE Publications, Incorporated
Release Date : 2003-03-15

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This volume of Review of Research in Education is devoted to research on "policy tools" that could be used to promote improvements in education. The volume comprises chapters on standards and assessments-tools that have formed the core of a "standards-based" approach to education policy that has been central in discussions of education policy in the past two decades. Chapters also address two areas-professional development and educational technology-that have been featured in policy discussions but do not neatly fit the notion of "tools". Policymakers have invested heavily in both these areas, presumably with the thought that additional resources would be used to produce improved outcomes. In comparison with standards and assessments, however, these two "tools" are more oriented toward increasing the capacity of the system than toward pushing the system in a particular direction.

Standards Based Accountability Under No Child Left Behind


Author :
language : en
Publisher: RAND Corporation
Release Date : 2007

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Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.

The Business Review


Author : Federal Reserve Bank of Philadelphia
language : en
Publisher:
Release Date : 2004

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Annual Editions Educational Psychology


Author : Kathleen M. Cauley
language : en
Publisher: McGraw-Hill/Dushkin
Release Date : 2006-02

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From McGraw-Hill Contemporary Learning Series (formerly known as McGraw-Hill/Dushkin), this twenty-first edition of ANNUAL EDITIONS: EDUCATIONAL PSYCHOLOGY provides convenient, inexpensive access to current articles selected from the best of the public press. Organizational features include: an annotated listing of selected World Wide Web sites; an annotated table of contents; a topic guide; a general introduction; brief overviews for each section; a topical index; and an instructor's resource guide with testing materials. USING ANNUAL EDITIONS IN THE CLASSROOM is offered as a practical guide for instructors. ANNUAL EDITIONS titles are supported by our student website, www.mhcls.com/online.