Teach Them Well: An Introduction to Education

Education & Teaching

Madaus, George F.

Kellaghan, Thomas

Schwab, Richard Lewis

Schools & Teaching

Harpercollins College Div

School Effectiveness: A Reassessment of the Evidence

McGraw-Hill Companies

Standardized testing in the United States has been increasing at a rapid pace in the last twenty-five years. The market for tests has not only been expanding rapidly, but has also been changing sharply in structure into a fractured marketplace. Indeed, one of the main features of this book is that the market for standardized testing is highly fractured - with segments of the market facing monopoly conditions, others facing oligopoly conditions and still others where near free-market conditions exist. One of the main premises of the book is that the structures of markets have strong implications for how those markets perform. While this notion is widely accepted among economists, it is not widely appreciated in educational research. A second motivation for the book is that very little scholarly attention has been focused on the standardized testing industry. This topic - the structure of the testing industry and implications for the quality of tests and test use - affects how we evaluate the learning of students, the effectiveness of teaching, the quality of schools and the educational health of the nation. Of particular concern to the authors is one vital aspect of test quality: test validity. This book is the most current and authoritative review and analysis of the market for standardized testing.

The Fractured Marketplace for Standardized Testing (Evaluation in Education and Human Services, 34)

Business & Money

Lyons, Robert

Haney, Walter M.

Management & Leadership

Springer

Attempting fonnally to evaluate something involves the evaluator coming to grips with a number of abstract concepts such as value, merit, worth, growth, criteria, standards, objectives, needs, nonns, client, audience, validity, reliability, objectivity, practical significance, accountability, improvement, process, pro duct, fonnative, summative, costs, impact, infonnation, credibility, and - of course - with the tenn evaluation itself. To communicate with colleagues and clients, evaluators need to clarify what they mean when they use such tenns to denote important concepts central to their work. Moreover, evaluators need to integrate these concepts and their meanings into a coherent framework that guides all aspects of their work. If evaluation is to lay claim to the mantle of a profession, then these conceptualizations of evaluation must lead to the conduct of defensible evaluations. The conceptualization of evaluation can never be a one-time activity nor can any conceptualization be static. Conceptualizations that guide evaluation work must keep pace with the growth of theory and practice in the field. Further, the design and conduct of any particular study involves a good deal of localized conceptualization.

Evaluation Models: Viewpoints on Educational and Human Services Evaluation (Evaluation in Education and Human Services)

Kluwer Academic Pub

The book's goal is to clarify for parents, the public, and policy makers what high stakes tests are and how their use affects our schools, children, and society. It explores the various uses, limitations, and paradoxical consequences of high stakes testing. The present context of testing and the reauthorization of No Child Left Behind make the proposed book timely and important. Current testing programs provide valuable information to teachers, parents, and policy-makers about students, schools, and school systems. But paradoxically, these programs have unintended yet predictable negative consequences for many students, teachers, and schools. It is essential that the public and policy-makers understand the scope and impacts that result from the inherent paradoxical nature of high-stakes testing. Testing is viewed by policy makers across party lines as an "objective" measure of student attainment and has become their tool of choice to drive educational "reform" and hold children, teachers, schools, and districts accountable. Bipartisan support for test-based accountability is firm. For example, on January of 2005 President Bush called on Congress to extend NCLB testing in math and science to freshmen, sophomores and juniors citing poor performance among high school students as a "warning and a call to action." (NYT 01/ 13/05) Senator Kennedy, a critic of the President, nonetheless supported the President's proposed high school testing provisions.

The Paradoxes of High Stakes Testing: How They Affect Students, Their Parents, Teachers, Principals, Schools, and Society (Hc)

Higgins, Jennifer

Russell, Michael

Higher & Continuing Education

Information Age Publishing

When George Bernard Shaw wrote his play, Pygmalion, he could hardly have foreseen the use of the concept of the self-fulfilling prophecy in debates about standardized testing in schools. Still less could he have foreseen that the validity of the concept would be examined many years later in Irish schools. While the primary purpose of the experimental study reported in this book was not to investigate the Pygmalion effect, it is inconceivable that a study of the effects of standardized testing, conceived in the 1960s and planned and executed in the 1970s, would not have been influenced by thinking about teachers' expectations and the influence of test information on the formation of those expectations. While our study did pay special attention to teacher expectations, its scope was much wider. It was planned and carried out in a much broader framework, one in which we set out to examine the impact of a standardized testing program, not just on teachers, but also on school practices, students, and students' parents.

The Effects of Standardized Testing (Evaluation in Education and Human Services)

Crafts, Hobbies & Home

Kelleghan, T.

Airasian, P.W.

Gardening & Landscape Design

The Fractured Marketplace for Standardized Testing (Evaluation in Education and Human Services)

Haney, Walter M. M.

The Courts, Validity, and Minimum Competency Testing

The Courts, Validity, and Minimum Competency Testing (Evaluation in Education and Human Services)

Rules & Procedures

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