02514nam 22005654a 450 991078369930332120230617005612.01-135-60173-91-4106-1280-5(CKB)1000000000244653(EBL)227534(OCoLC)74901743(SSID)ssj0000170914(PQKBManifestationID)11168123(PQKBTitleCode)TC0000170914(PQKBWorkID)10224686(PQKB)10620590(MiAaPQ)EBC227534(Au-PeEL)EBL227534(CaPaEBR)ebr10106613(CaONFJC)MIL493688(EXLCZ)99100000000024465320050113d2005 uy 0engur|n|---|||||txtccrHigh-stakes testing[electronic resource] coping with collateral damage /R. Murray ThomasMahwah, N.J. L. Erlbaum Associates20051 online resource (340 p.)Description based upon print version of record.0-8058-5522-X 0-8058-5521-1 Includes bibliographical references (p. 287-315) and indexes.Contents; Preface; Chapter 1: The Nature of Collateral Damage; Part I: Tasks of the Testing Game; Part II: The Testing Game's Players; References; Name Index; Subject IndexThe federal government's No Child Left Behind Act has thrust high-stakes testing - its goals, methods, and consequences - into the educational limelight. The four-fold purpose of this book is to: describe the nature of high-stakes testing; identify types of collateral damage that have attended the testing programs; analyze methods different groups of people have chosen for coping with the damage and suggest lessons to be learned from the high-stakes-testing experience. The six groups of people whose coping strategies are inspected include: politicians and their staffs; educational adEducational tests and measurementsUnited StatesEvaluationEducationStandardsUnited StatesEducational tests and measurementsEvaluation.EducationStandards371.26/0973Thomas R. Murray(Robert Murray),1921-2016.1564192MiAaPQMiAaPQMiAaPQBOOK9910783699303321High-stakes testing3867470UNINA