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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.

Incentives And Test Based Accountability In Education


Author : National Research Council
language : en
Publisher: National Academies Press
Release Date : 2011-10-18

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In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.

The Future Of Test Based Educational Accountability


Author : Katherine Ryan
language : en
Publisher: Routledge
Release Date : 2010-03-17

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First Published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.

Oecd Reviews Of Evaluation And Assessment In Education Synergies For Better Learning An International Perspective On Evaluation And Assessment


Author : OECD
language : en
Publisher: OECD Publishing
Release Date : 2013-04-11

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This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.

Beyond The Bubble Test


Author : Linda Darling-Hammond
language : en
Publisher: John Wiley & Sons
Release Date : 2014-05-14

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Performance assessment is a hot topic in school systems, and educators continue to analyze its costs, benefits, and feasibility as a replacement for high-stakes testing. Until now, researchers and policymakers have had to dig to find out what we know and what we still have to learn about performance assessment. Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning synthesizes the latest findings in the field, and not a moment too soon. Statistics indicate that the United States is in danger of falling behind if it fails to adapt to our changing world. The memory and recall strategies of traditional testing are no longer adequate to equip our students with the skills they need to excel in the global economy. Instead teachers need to engage students in deeper learning, assessing their ability to use higher-order skills. Skills like synthesizing information, understanding evidence, and critical problem-solving are not achieved when we teach to multiple-choice exams. Examples in Beyond the Bubble Test paint a useful picture of how schools can begin to supplement traditional tests with something that works better. This book provides new perspectives on current performance assessment research, plus an incisive look at what’s possible at the local and state levels. Linda Darling-Hammond, with a team of leading scholars, bring together lessons learned, new directions, and solid recommendations into a single, readily accessible compendium. Beyond the Bubble Test situates the current debate on performance assessment within the context of testing in the United States. This comprehensive resource also looks beyond our U.S. borders to Singapore, Hong Kong, and other places whose reform-mindedness can serve as an example to us.

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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Download Policy Tools For Improving Education written by Robert E. Floden and has been published by SAGE Publications, Incorporated this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-03-15 with Education categories.


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.