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High Stakes: Testing Irregularity
Journal of Cases in Educational Leadership, 2005With the No Child Left Behind Act of 2001, a stronger emphasis has been placed on state testing and accountability at the state and local levels. The news media continues to report testing irregularities as professional and community pressures are levied on educators to increase test scores.
Tricia Carson-Meyers +3 more
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Journal of Applied School Psychology, 2007
SUMMARY I review the literature on the impact on student achievement of high-stakes testing. Its popularity as a mechanism for holding educators accountable has triggered studies to examine whether its promise to increase student learning has been fulfilled.
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SUMMARY I review the literature on the impact on student achievement of high-stakes testing. Its popularity as a mechanism for holding educators accountable has triggered studies to examine whether its promise to increase student learning has been fulfilled.
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2017
In the previous article on high-stakes testing, we looked at the origins and criticisms of standardized tests. In this article, problems with test construction and guidelines for improvement will be briefly visited.
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In the previous article on high-stakes testing, we looked at the origins and criticisms of standardized tests. In this article, problems with test construction and guidelines for improvement will be briefly visited.
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Paradoxes of High-Stakes Testing
Journal of Education, 2010Over the centuries and across nations, tests have been employed as bureaucratic tools for a variety of purposes. As far back as 200 BC, the Chinese used tests to help eliminate patronage and open access to the civil service. The Dead Sea scrolls describe the use of tests by the Qumran community to determine when a man was ready to become a formal ...
George Madaus, Michael Russell
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High-stakes testing – value, fairness and consequences
Assessment in Education: Principles, Policy & Practice, 2012High-stakes testing has been with us for over two thousand years and is steadily increasing both in scale and range.
Eggen, Theodorus Johannes Hendrikus Maria +1 more
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High-Stakes Testing and Assessment
2007This chapter highlights the uncertainty, concerns, and approbation that accompany high-stakes language testing and assessment. It takes as a case study the language assessment of teachers of English in Hong Kong, and, in particular, the innovative performance test of teacher Classroom Language Assessment (CLA). The case study provides examples of major
David Coniam, Peter Falvey
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Resist High-Stakes Testing!: High Stakes Are for Tomatoes
Language Arts, 2000Presents a call to action (including an outline of specific ideas) to educators to resist high-stakes testing, and encourages them to stand up for what they know about how and why children learn (not by the threat of being retained or not graduating) and how and what to teach (not teaching to the tests).
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Validating High‐Stakes Testing Programs
Educational Measurement: Issues and Practice, 2002Cronbach made the point that for validity arguments to be convincing to diverse stakeholders, they need to be based on assumptions that are credible to these stakeholders. The interpretations and uses of high‐stakes test scores rely on a number of policy assumptions about what should be taught in schools, and more specifically, about the content ...
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Fostering Language Assessment Literacy Through Teacher Involvement in High-Stakes Test Development
, 2018B. Kremmel +3 more
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