Defending standardized testing /:
Everyone invested in the success of American education, from parents to policymakers, are affected by or concerned about educational testing. The education reform movement of the past 15 years has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the...
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Mahwah, N.J. :
Lawrence Erlbaum Associates,
2005.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Everyone invested in the success of American education, from parents to policymakers, are affected by or concerned about educational testing. The education reform movement of the past 15 years has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished. On the other hand, some critics view the push for standards and testing as precisely what ails American education. They view testing generally as an impediment to reform, an antiquated technology that reflects an antiquated view of teaching, learning, and social organization, and perpetuates inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. And, never before has the American public been in such agreement about the value of testing for measuring student performance, monitoring the performance of educational systems, gauging the success of reforms, and accountability. acknowledge the benefits of testing. Many of these measurement specialists also believe that those benefits have been insufficiently articulated in the public discussions of testing. Although much has been written over the past decade on standardized testing policy, little has been published by measurement specialists who support the use of external, high-stakes standardized testing. Most of the published material has been written by those opposed to such testing. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests. standardized testing situation, arguments, and strategies; explain and refute many of the common criticisms of standardized testing; document the public support for, and the realized benefits of, standardized testing; acknowledge the genuine limitations of, and suggest improvements to, testing practices; provide guidance for structuring and administering large-scale testing programs in light of public preferences and the "No Child Left Behind Act" requirements; and present a defense of standardized testing and a practical vision for its promise and future. Defending Standardized Testing minimizes the use of technical jargon so as to appeal to all who have a stake in American educational reform - parents, policy makers, school board members, teachers, administrators, and measurement specialists. |
| Beschreibung: | 1 online resource (xviii, 341 pages :) |
| Bibliographie: | Includes bibliographical references (pages 304-329) and indexes. |
| ISBN: | 1410612597 9781410612595 9780805849110 0805849114 9780805849127 0805849122 9781135614270 113561427X 9781135614225 1135614229 9781135614263 1135614261 |
Internformat
MARC
| LEADER | 00000cam a22000004a 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-ocm58678532 | ||
| 003 | OCoLC | ||
| 005 | 20240705115654.0 | ||
| 006 | m o d | ||
| 007 | cr cnu|||unuuu | ||
| 008 | 050329s2005 njua ob 001 0 eng d | ||
| 010 | |z 2004053779 | ||
| 040 | |a N$T |b eng |e pn |c N$T |d OCLCQ |d YDXCP |d OCLCQ |d OCLCO |d OCLCQ |d OCLCF |d EBLCP |d IOD |d OKC |d E7B |d OCLCO |d OCLCQ |d TYFRS |d DEBSZ |d OCLCO |d IDEBK |d OCLCQ |d PIFBR |d X#7 |d LOA |d AGLDB |d COCUF |d OCLCQ |d MERUC |d OCLCQ |d ICG |d ZCU |d WY@ |d K6U |d LUE |d D6H |d MIH |d STF |d WRM |d VTS |d FVL |d OCLCQ |d VT2 |d TOF |d U3W |d OCLCQ |d AU@ |d WYU |d LVT |d OCLCQ |d G3B |d PUG |d DKC |d OCLCQ |d UKAHL |d OCLCQ |d LEAUB |d OCLCQ |d INARC |d YDX |d VLY |d UKCRE |d OCLCO |d OCLCQ |d SFB |d OCLCQ |d OCLCO |d OCLCL |d SXB |d OCLCQ |d OCLCO | ||
| 015 | |a GBA656655 |2 bnb | ||
| 016 | 7 | |a 013133538 |2 Uk | |
| 019 | |a 74901950 |a 232157418 |a 437144899 |a 647458589 |a 728015157 |a 760258100 |a 992018159 |a 999790506 |a 1020512120 |a 1037707859 |a 1038593727 |a 1038651555 |a 1043051187 |a 1055362896 |a 1058659671 |a 1066562509 |a 1081206193 |a 1086513988 |a 1148815885 |a 1153055234 |a 1162026584 |a 1228555094 | ||
| 020 | |a 1410612597 |q (electronic bk.) | ||
| 020 | |a 9781410612595 |q (electronic bk.) | ||
| 020 | |a 9780805849110 | ||
| 020 | |a 0805849114 | ||
| 020 | |a 9780805849127 | ||
| 020 | |a 0805849122 | ||
| 020 | |a 9781135614270 |q (e-book ; |q PDF) | ||
| 020 | |a 113561427X | ||
| 020 | |a 9781135614225 |q (e-book ; |q Mobi) | ||
| 020 | |a 1135614229 | ||
| 020 | |a 9781135614263 |q (e-book ; |q ePub) | ||
| 020 | |a 1135614261 | ||
| 020 | |z 0805849114 |q (cloth ; |q alk. paper) | ||
| 020 | |z 0805849122 |q (pbk. ; |q alk. paper) | ||
| 027 | |a EBC_SU | ||
| 035 | |a (OCoLC)58678532 |z (OCoLC)74901950 |z (OCoLC)232157418 |z (OCoLC)437144899 |z (OCoLC)647458589 |z (OCoLC)728015157 |z (OCoLC)760258100 |z (OCoLC)992018159 |z (OCoLC)999790506 |z (OCoLC)1020512120 |z (OCoLC)1037707859 |z (OCoLC)1038593727 |z (OCoLC)1038651555 |z (OCoLC)1043051187 |z (OCoLC)1055362896 |z (OCoLC)1058659671 |z (OCoLC)1066562509 |z (OCoLC)1081206193 |z (OCoLC)1086513988 |z (OCoLC)1148815885 |z (OCoLC)1153055234 |z (OCoLC)1162026584 |z (OCoLC)1228555094 | ||
| 043 | |a n-us--- | ||
| 050 | 4 | |a LB3060.3 |b .D44 2005eb | |
| 072 | 7 | |a EDU |x 011000 |2 bisacsh | |
| 072 | 7 | |a STU |x 027000 |2 bisacsh | |
| 072 | 7 | |a EDU |x 030000 |2 bisacsh | |
| 082 | 7 | |a 371.262 |2 22 | |
| 084 | |a 77.07 |2 bcl | ||
| 049 | |a MAIN | ||
| 245 | 0 | 0 | |a Defending standardized testing / |c edited by Richard P. Phelps. |
| 260 | |a Mahwah, N.J. : |b Lawrence Erlbaum Associates, |c 2005. | ||
| 300 | |a 1 online resource (xviii, 341 pages :) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a data file |2 rda | ||
| 504 | |a Includes bibliographical references (pages 304-329) and indexes. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Persistently positive : forty years of public opinion on standardized testing / Richard P. Phelps -- High-stakes testing : contexts, characteristics, critiques, and consequences / Gregory J. Cizek -- The rich, robust research literature on testing's achievement benefits / Richard P. Phelps -- Some misconceptions about large-scale educational assessments / Dean Goodman and Ronald K. Hambleton -- The most frequently unasked questions about testing / Stephen G. Sireci -- Must high stakes mean low quality? Some testing program implementation issues / George K. Cunningham -- Whose rules? The relation between the "rules" and "law" of testing / Chad W. Buckendahl and Robert Hunt -- Teaching for the test : how and why test preparation is appropriate / Linda Crocker -- Doesn't everybody know that 70% is passing? / Barbara S. Plake -- The testing industry, ethnic minorities, and individuals with disabilities / Kurt F. Geisinger -- A school accountability case study : California API awards and the Orange County register margin of error folly / David Rogosa -- Leave no standardized test behind / Mary Lyn Bourque -- Appendix A : Polls and surveys that have included items about standardized testing : 1954 to present -- Appendix B : Some studies revealing testing achievement benefits, by methodology type. | |
| 520 | |a Everyone invested in the success of American education, from parents to policymakers, are affected by or concerned about educational testing. The education reform movement of the past 15 years has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished. On the other hand, some critics view the push for standards and testing as precisely what ails American education. They view testing generally as an impediment to reform, an antiquated technology that reflects an antiquated view of teaching, learning, and social organization, and perpetuates inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. And, never before has the American public been in such agreement about the value of testing for measuring student performance, monitoring the performance of educational systems, gauging the success of reforms, and accountability. acknowledge the benefits of testing. Many of these measurement specialists also believe that those benefits have been insufficiently articulated in the public discussions of testing. Although much has been written over the past decade on standardized testing policy, little has been published by measurement specialists who support the use of external, high-stakes standardized testing. Most of the published material has been written by those opposed to such testing. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests. standardized testing situation, arguments, and strategies; explain and refute many of the common criticisms of standardized testing; document the public support for, and the realized benefits of, standardized testing; acknowledge the genuine limitations of, and suggest improvements to, testing practices; provide guidance for structuring and administering large-scale testing programs in light of public preferences and the "No Child Left Behind Act" requirements; and present a defense of standardized testing and a practical vision for its promise and future. Defending Standardized Testing minimizes the use of technical jargon so as to appeal to all who have a stake in American educational reform - parents, policy makers, school board members, teachers, administrators, and measurement specialists. | ||
| 546 | |a English. | ||
| 650 | 0 | |a Achievement tests |z United States. |0 http://id.loc.gov/authorities/subjects/sh85000497 | |
| 650 | 0 | |a Education |x Standards |z United States. |0 http://id.loc.gov/authorities/subjects/sh2008118888 | |
| 650 | 0 | |a Educational accountability |z United States. | |
| 650 | 6 | |a Tests de rendement scolaire |z États-Unis. | |
| 650 | 6 | |a Éducation |x Normes |z États-Unis. | |
| 650 | 6 | |a Responsabilité du rendement (Éducation) |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Evaluation. |2 bisacsh | |
| 650 | 7 | |a STUDY AIDS |x Tests. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Testing & Measurement. |2 bisacsh | |
| 650 | 7 | |a Achievement tests |2 fast | |
| 650 | 7 | |a Education |x Standards |2 fast | |
| 650 | 7 | |a Educational accountability |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 650 | 1 | 7 | |a Psychometrie. |2 gtt |
| 650 | 1 | 7 | |a Toetsing. |2 gtt |
| 650 | 1 | 7 | |a Studieresultaten. |2 gtt |
| 650 | 7 | |a Tests et mesures en éducation |z États-Unis. |2 ram | |
| 650 | 7 | |a Indicateurs de l'enseignement |z États-Unis. |2 ram | |
| 700 | 1 | |a Phelps, Richard P. |1 https://id.oclc.org/worldcat/entity/E39PCjCWcXcyRyRfrrtrtQ3G73 |0 http://id.loc.gov/authorities/names/no98103919 | |
| 758 | |i has work: |a Defending standardized testing (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFDmxHfdXpggWqpvwY6WTb |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Defending standardized testing. |d Mahwah, N.J. : Lawrence Erlbaum Associates, 2005 |z 0805849114 |z 0805849122 |w (DLC) 2004053779 |w (OCoLC)55657691 |
| 856 | 1 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=128577 |3 Volltext | |
| 856 | 1 | |l CBO01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=128577 |3 Volltext | |
| 938 | |a YBP Library Services |b YANK |n 301601049 | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH24583364 | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH24583363 | ||
| 938 | |a EBL - Ebook Library |b EBLB |n EBL227543 | ||
| 938 | |a ebrary |b EBRY |n ebr10103805 | ||
| 938 | |a EBSCOhost |b EBSC |n 128577 | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis16785609 | ||
| 938 | |a Taylor & Francis |b TAFR |n 9781410612595 | ||
| 938 | |a YBP Library Services |b YANK |n 2347543 | ||
| 938 | |a Internet Archive |b INAR |n defendingstandar0000unse | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocm58678532 |
|---|---|
| _version_ | 1813903282195660800 |
| adam_text | |
| any_adam_object | |
| author2 | Phelps, Richard P. |
| author2_role | |
| author2_variant | r p p rp rpp |
| author_GND | http://id.loc.gov/authorities/names/no98103919 |
| author_facet | Phelps, Richard P. |
| author_sort | Phelps, Richard P. |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB3060 |
| callnumber-raw | LB3060.3 .D44 2005eb |
| callnumber-search | LB3060.3 .D44 2005eb |
| callnumber-sort | LB 43060.3 D44 42005EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Persistently positive : forty years of public opinion on standardized testing / Richard P. Phelps -- High-stakes testing : contexts, characteristics, critiques, and consequences / Gregory J. Cizek -- The rich, robust research literature on testing's achievement benefits / Richard P. Phelps -- Some misconceptions about large-scale educational assessments / Dean Goodman and Ronald K. Hambleton -- The most frequently unasked questions about testing / Stephen G. Sireci -- Must high stakes mean low quality? Some testing program implementation issues / George K. Cunningham -- Whose rules? The relation between the "rules" and "law" of testing / Chad W. Buckendahl and Robert Hunt -- Teaching for the test : how and why test preparation is appropriate / Linda Crocker -- Doesn't everybody know that 70% is passing? / Barbara S. Plake -- The testing industry, ethnic minorities, and individuals with disabilities / Kurt F. Geisinger -- A school accountability case study : California API awards and the Orange County register margin of error folly / David Rogosa -- Leave no standardized test behind / Mary Lyn Bourque -- Appendix A : Polls and surveys that have included items about standardized testing : 1954 to present -- Appendix B : Some studies revealing testing achievement benefits, by methodology type. |
| ctrlnum | (OCoLC)58678532 |
| dewey-full | 371.262 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.262 |
| dewey-search | 371.262 |
| dewey-sort | 3371.262 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>08996cam a22009854a 4500</leader><controlfield tag="001">ZDB-4-EBA-ocm58678532 </controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20240705115654.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr cnu|||unuuu</controlfield><controlfield tag="008">050329s2005 njua ob 001 0 eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="z"> 2004053779</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">N$T</subfield><subfield code="b">eng</subfield><subfield code="e">pn</subfield><subfield code="c">N$T</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">YDXCP</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCF</subfield><subfield code="d">EBLCP</subfield><subfield code="d">IOD</subfield><subfield code="d">OKC</subfield><subfield code="d">E7B</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">TYFRS</subfield><subfield code="d">DEBSZ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">IDEBK</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">PIFBR</subfield><subfield code="d">X#7</subfield><subfield code="d">LOA</subfield><subfield code="d">AGLDB</subfield><subfield code="d">COCUF</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">MERUC</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">ICG</subfield><subfield code="d">ZCU</subfield><subfield code="d">WY@</subfield><subfield code="d">K6U</subfield><subfield code="d">LUE</subfield><subfield code="d">D6H</subfield><subfield code="d">MIH</subfield><subfield code="d">STF</subfield><subfield code="d">WRM</subfield><subfield code="d">VTS</subfield><subfield code="d">FVL</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">VT2</subfield><subfield code="d">TOF</subfield><subfield code="d">U3W</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">AU@</subfield><subfield code="d">WYU</subfield><subfield code="d">LVT</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">G3B</subfield><subfield code="d">PUG</subfield><subfield code="d">DKC</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">UKAHL</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">LEAUB</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">INARC</subfield><subfield code="d">YDX</subfield><subfield code="d">VLY</subfield><subfield code="d">UKCRE</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">SFB</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield><subfield code="d">SXB</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield></datafield><datafield tag="015" ind1=" " ind2=" "><subfield code="a">GBA656655</subfield><subfield code="2">bnb</subfield></datafield><datafield tag="016" ind1="7" ind2=" "><subfield code="a">013133538</subfield><subfield code="2">Uk</subfield></datafield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">74901950</subfield><subfield code="a">232157418</subfield><subfield code="a">437144899</subfield><subfield code="a">647458589</subfield><subfield code="a">728015157</subfield><subfield code="a">760258100</subfield><subfield code="a">992018159</subfield><subfield code="a">999790506</subfield><subfield code="a">1020512120</subfield><subfield code="a">1037707859</subfield><subfield code="a">1038593727</subfield><subfield code="a">1038651555</subfield><subfield code="a">1043051187</subfield><subfield code="a">1055362896</subfield><subfield code="a">1058659671</subfield><subfield code="a">1066562509</subfield><subfield code="a">1081206193</subfield><subfield code="a">1086513988</subfield><subfield code="a">1148815885</subfield><subfield code="a">1153055234</subfield><subfield code="a">1162026584</subfield><subfield code="a">1228555094</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1410612597</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781410612595</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780805849110</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0805849114</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780805849127</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0805849122</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781135614270</subfield><subfield code="q">(e-book ;</subfield><subfield code="q">PDF)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">113561427X</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781135614225</subfield><subfield code="q">(e-book ;</subfield><subfield code="q">Mobi)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1135614229</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781135614263</subfield><subfield code="q">(e-book ;</subfield><subfield code="q">ePub)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1135614261</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">0805849114</subfield><subfield code="q">(cloth ;</subfield><subfield code="q">alk. paper)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">0805849122</subfield><subfield code="q">(pbk. ;</subfield><subfield code="q">alk. paper)</subfield></datafield><datafield tag="027" ind1=" " ind2=" "><subfield code="a">EBC_SU</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)58678532</subfield><subfield code="z">(OCoLC)74901950</subfield><subfield code="z">(OCoLC)232157418</subfield><subfield code="z">(OCoLC)437144899</subfield><subfield code="z">(OCoLC)647458589</subfield><subfield code="z">(OCoLC)728015157</subfield><subfield code="z">(OCoLC)760258100</subfield><subfield code="z">(OCoLC)992018159</subfield><subfield code="z">(OCoLC)999790506</subfield><subfield code="z">(OCoLC)1020512120</subfield><subfield code="z">(OCoLC)1037707859</subfield><subfield code="z">(OCoLC)1038593727</subfield><subfield code="z">(OCoLC)1038651555</subfield><subfield code="z">(OCoLC)1043051187</subfield><subfield code="z">(OCoLC)1055362896</subfield><subfield code="z">(OCoLC)1058659671</subfield><subfield code="z">(OCoLC)1066562509</subfield><subfield code="z">(OCoLC)1081206193</subfield><subfield code="z">(OCoLC)1086513988</subfield><subfield code="z">(OCoLC)1148815885</subfield><subfield code="z">(OCoLC)1153055234</subfield><subfield code="z">(OCoLC)1162026584</subfield><subfield code="z">(OCoLC)1228555094</subfield></datafield><datafield tag="043" ind1=" " ind2=" "><subfield code="a">n-us---</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LB3060.3</subfield><subfield code="b">.D44 2005eb</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">011000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">STU</subfield><subfield code="x">027000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">030000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">371.262</subfield><subfield code="2">22</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">77.07</subfield><subfield code="2">bcl</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Defending standardized testing /</subfield><subfield code="c">edited by Richard P. Phelps.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">Mahwah, N.J. :</subfield><subfield code="b">Lawrence Erlbaum Associates,</subfield><subfield code="c">2005.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xviii, 341 pages :)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">data file</subfield><subfield code="2">rda</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (pages 304-329) and indexes.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Persistently positive : forty years of public opinion on standardized testing / Richard P. Phelps -- High-stakes testing : contexts, characteristics, critiques, and consequences / Gregory J. Cizek -- The rich, robust research literature on testing's achievement benefits / Richard P. Phelps -- Some misconceptions about large-scale educational assessments / Dean Goodman and Ronald K. Hambleton -- The most frequently unasked questions about testing / Stephen G. Sireci -- Must high stakes mean low quality? Some testing program implementation issues / George K. Cunningham -- Whose rules? The relation between the "rules" and "law" of testing / Chad W. Buckendahl and Robert Hunt -- Teaching for the test : how and why test preparation is appropriate / Linda Crocker -- Doesn't everybody know that 70% is passing? / Barbara S. Plake -- The testing industry, ethnic minorities, and individuals with disabilities / Kurt F. Geisinger -- A school accountability case study : California API awards and the Orange County register margin of error folly / David Rogosa -- Leave no standardized test behind / Mary Lyn Bourque -- Appendix A : Polls and surveys that have included items about standardized testing : 1954 to present -- Appendix B : Some studies revealing testing achievement benefits, by methodology type.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Everyone invested in the success of American education, from parents to policymakers, are affected by or concerned about educational testing. The education reform movement of the past 15 years has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished. On the other hand, some critics view the push for standards and testing as precisely what ails American education. They view testing generally as an impediment to reform, an antiquated technology that reflects an antiquated view of teaching, learning, and social organization, and perpetuates inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. And, never before has the American public been in such agreement about the value of testing for measuring student performance, monitoring the performance of educational systems, gauging the success of reforms, and accountability. acknowledge the benefits of testing. Many of these measurement specialists also believe that those benefits have been insufficiently articulated in the public discussions of testing. Although much has been written over the past decade on standardized testing policy, little has been published by measurement specialists who support the use of external, high-stakes standardized testing. Most of the published material has been written by those opposed to such testing. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests. standardized testing situation, arguments, and strategies; explain and refute many of the common criticisms of standardized testing; document the public support for, and the realized benefits of, standardized testing; acknowledge the genuine limitations of, and suggest improvements to, testing practices; provide guidance for structuring and administering large-scale testing programs in light of public preferences and the "No Child Left Behind Act" requirements; and present a defense of standardized testing and a practical vision for its promise and future. Defending Standardized Testing minimizes the use of technical jargon so as to appeal to all who have a stake in American educational reform - parents, policy makers, school board members, teachers, administrators, and measurement specialists.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Achievement tests</subfield><subfield code="z">United States.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85000497</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Education</subfield><subfield code="x">Standards</subfield><subfield code="z">United States.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh2008118888</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Educational accountability</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Tests de rendement scolaire</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Éducation</subfield><subfield code="x">Normes</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Responsabilité du rendement (Éducation)</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Evaluation.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">STUDY AIDS</subfield><subfield code="x">Tests.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Testing & Measurement.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Achievement tests</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Education</subfield><subfield code="x">Standards</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Educational accountability</subfield><subfield code="2">fast</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">United States</subfield><subfield code="2">fast</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq</subfield></datafield><datafield tag="650" ind1="1" ind2="7"><subfield code="a">Psychometrie.</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1="1" ind2="7"><subfield code="a">Toetsing.</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1="1" ind2="7"><subfield code="a">Studieresultaten.</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Tests et mesures en éducation</subfield><subfield code="z">États-Unis.</subfield><subfield code="2">ram</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Indicateurs de l'enseignement</subfield><subfield code="z">États-Unis.</subfield><subfield code="2">ram</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Phelps, Richard P.</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCjCWcXcyRyRfrrtrtQ3G73</subfield><subfield code="0">http://id.loc.gov/authorities/names/no98103919</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Defending standardized testing (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCFDmxHfdXpggWqpvwY6WTb</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">Defending standardized testing.</subfield><subfield code="d">Mahwah, N.J. : Lawrence Erlbaum Associates, 2005</subfield><subfield code="z">0805849114</subfield><subfield code="z">0805849122</subfield><subfield code="w">(DLC) 2004053779</subfield><subfield code="w">(OCoLC)55657691</subfield></datafield><datafield tag="856" ind1="1" ind2=" "><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=128577</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="1" ind2=" "><subfield code="l">CBO01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=128577</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">301601049</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH24583364</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH24583363</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBL - Ebook Library</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL227543</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ebrary</subfield><subfield code="b">EBRY</subfield><subfield code="n">ebr10103805</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">128577</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest MyiLibrary Digital eBook Collection</subfield><subfield code="b">IDEB</subfield><subfield code="n">cis16785609</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Taylor & Francis</subfield><subfield code="b">TAFR</subfield><subfield code="n">9781410612595</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">2347543</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Internet Archive</subfield><subfield code="b">INAR</subfield><subfield code="n">defendingstandar0000unse</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield></record></collection> |
| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EBA-ocm58678532 |
| illustrated | Illustrated |
| indexdate | 2024-10-25T16:16:12Z |
| institution | BVB |
| isbn | 1410612597 9781410612595 9780805849110 0805849114 9780805849127 0805849122 9781135614270 113561427X 9781135614225 1135614229 9781135614263 1135614261 |
| language | English |
| oclc_num | 58678532 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource (xviii, 341 pages :) |
| psigel | ZDB-4-EBA |
| publishDate | 2005 |
| publishDateSearch | 2005 |
| publishDateSort | 2005 |
| publisher | Lawrence Erlbaum Associates, |
| record_format | marc |
| spelling | Defending standardized testing / edited by Richard P. Phelps. Mahwah, N.J. : Lawrence Erlbaum Associates, 2005. 1 online resource (xviii, 341 pages :) text txt rdacontent computer c rdamedia online resource cr rdacarrier data file rda Includes bibliographical references (pages 304-329) and indexes. Print version record. Persistently positive : forty years of public opinion on standardized testing / Richard P. Phelps -- High-stakes testing : contexts, characteristics, critiques, and consequences / Gregory J. Cizek -- The rich, robust research literature on testing's achievement benefits / Richard P. Phelps -- Some misconceptions about large-scale educational assessments / Dean Goodman and Ronald K. Hambleton -- The most frequently unasked questions about testing / Stephen G. Sireci -- Must high stakes mean low quality? Some testing program implementation issues / George K. Cunningham -- Whose rules? The relation between the "rules" and "law" of testing / Chad W. Buckendahl and Robert Hunt -- Teaching for the test : how and why test preparation is appropriate / Linda Crocker -- Doesn't everybody know that 70% is passing? / Barbara S. Plake -- The testing industry, ethnic minorities, and individuals with disabilities / Kurt F. Geisinger -- A school accountability case study : California API awards and the Orange County register margin of error folly / David Rogosa -- Leave no standardized test behind / Mary Lyn Bourque -- Appendix A : Polls and surveys that have included items about standardized testing : 1954 to present -- Appendix B : Some studies revealing testing achievement benefits, by methodology type. Everyone invested in the success of American education, from parents to policymakers, are affected by or concerned about educational testing. The education reform movement of the past 15 years has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished. On the other hand, some critics view the push for standards and testing as precisely what ails American education. They view testing generally as an impediment to reform, an antiquated technology that reflects an antiquated view of teaching, learning, and social organization, and perpetuates inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. And, never before has the American public been in such agreement about the value of testing for measuring student performance, monitoring the performance of educational systems, gauging the success of reforms, and accountability. acknowledge the benefits of testing. Many of these measurement specialists also believe that those benefits have been insufficiently articulated in the public discussions of testing. Although much has been written over the past decade on standardized testing policy, little has been published by measurement specialists who support the use of external, high-stakes standardized testing. Most of the published material has been written by those opposed to such testing. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests. standardized testing situation, arguments, and strategies; explain and refute many of the common criticisms of standardized testing; document the public support for, and the realized benefits of, standardized testing; acknowledge the genuine limitations of, and suggest improvements to, testing practices; provide guidance for structuring and administering large-scale testing programs in light of public preferences and the "No Child Left Behind Act" requirements; and present a defense of standardized testing and a practical vision for its promise and future. Defending Standardized Testing minimizes the use of technical jargon so as to appeal to all who have a stake in American educational reform - parents, policy makers, school board members, teachers, administrators, and measurement specialists. English. Achievement tests United States. http://id.loc.gov/authorities/subjects/sh85000497 Education Standards United States. http://id.loc.gov/authorities/subjects/sh2008118888 Educational accountability United States. Tests de rendement scolaire États-Unis. Éducation Normes États-Unis. Responsabilité du rendement (Éducation) États-Unis. EDUCATION Evaluation. bisacsh STUDY AIDS Tests. bisacsh EDUCATION Testing & Measurement. bisacsh Achievement tests fast Education Standards fast Educational accountability fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Psychometrie. gtt Toetsing. gtt Studieresultaten. gtt Tests et mesures en éducation États-Unis. ram Indicateurs de l'enseignement États-Unis. ram Phelps, Richard P. https://id.oclc.org/worldcat/entity/E39PCjCWcXcyRyRfrrtrtQ3G73 http://id.loc.gov/authorities/names/no98103919 has work: Defending standardized testing (Text) https://id.oclc.org/worldcat/entity/E39PCFDmxHfdXpggWqpvwY6WTb https://id.oclc.org/worldcat/ontology/hasWork Print version: Defending standardized testing. Mahwah, N.J. : Lawrence Erlbaum Associates, 2005 0805849114 0805849122 (DLC) 2004053779 (OCoLC)55657691 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=128577 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=128577 Volltext |
| spellingShingle | Defending standardized testing / Persistently positive : forty years of public opinion on standardized testing / Richard P. Phelps -- High-stakes testing : contexts, characteristics, critiques, and consequences / Gregory J. Cizek -- The rich, robust research literature on testing's achievement benefits / Richard P. Phelps -- Some misconceptions about large-scale educational assessments / Dean Goodman and Ronald K. Hambleton -- The most frequently unasked questions about testing / Stephen G. Sireci -- Must high stakes mean low quality? Some testing program implementation issues / George K. Cunningham -- Whose rules? The relation between the "rules" and "law" of testing / Chad W. Buckendahl and Robert Hunt -- Teaching for the test : how and why test preparation is appropriate / Linda Crocker -- Doesn't everybody know that 70% is passing? / Barbara S. Plake -- The testing industry, ethnic minorities, and individuals with disabilities / Kurt F. Geisinger -- A school accountability case study : California API awards and the Orange County register margin of error folly / David Rogosa -- Leave no standardized test behind / Mary Lyn Bourque -- Appendix A : Polls and surveys that have included items about standardized testing : 1954 to present -- Appendix B : Some studies revealing testing achievement benefits, by methodology type. Achievement tests United States. http://id.loc.gov/authorities/subjects/sh85000497 Education Standards United States. http://id.loc.gov/authorities/subjects/sh2008118888 Educational accountability United States. Tests de rendement scolaire États-Unis. Éducation Normes États-Unis. Responsabilité du rendement (Éducation) États-Unis. EDUCATION Evaluation. bisacsh STUDY AIDS Tests. bisacsh EDUCATION Testing & Measurement. bisacsh Achievement tests fast Education Standards fast Educational accountability fast Psychometrie. gtt Toetsing. gtt Studieresultaten. gtt Tests et mesures en éducation États-Unis. ram Indicateurs de l'enseignement États-Unis. ram |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85000497 http://id.loc.gov/authorities/subjects/sh2008118888 |
| title | Defending standardized testing / |
| title_auth | Defending standardized testing / |
| title_exact_search | Defending standardized testing / |
| title_full | Defending standardized testing / edited by Richard P. Phelps. |
| title_fullStr | Defending standardized testing / edited by Richard P. Phelps. |
| title_full_unstemmed | Defending standardized testing / edited by Richard P. Phelps. |
| title_short | Defending standardized testing / |
| title_sort | defending standardized testing |
| topic | Achievement tests United States. http://id.loc.gov/authorities/subjects/sh85000497 Education Standards United States. http://id.loc.gov/authorities/subjects/sh2008118888 Educational accountability United States. Tests de rendement scolaire États-Unis. Éducation Normes États-Unis. Responsabilité du rendement (Éducation) États-Unis. EDUCATION Evaluation. bisacsh STUDY AIDS Tests. bisacsh EDUCATION Testing & Measurement. bisacsh Achievement tests fast Education Standards fast Educational accountability fast Psychometrie. gtt Toetsing. gtt Studieresultaten. gtt Tests et mesures en éducation États-Unis. ram Indicateurs de l'enseignement États-Unis. ram |
| topic_facet | Achievement tests United States. Education Standards United States. Educational accountability United States. Tests de rendement scolaire États-Unis. Éducation Normes États-Unis. Responsabilité du rendement (Éducation) États-Unis. EDUCATION Evaluation. STUDY AIDS Tests. EDUCATION Testing & Measurement. Achievement tests Education Standards Educational accountability United States Psychometrie. Toetsing. Studieresultaten. Tests et mesures en éducation États-Unis. Indicateurs de l'enseignement États-Unis. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=128577 |
| work_keys_str_mv | AT phelpsrichardp defendingstandardizedtesting |