02621nam 22006254a 450 991097483310332120200520144314.09781135601737113560173997814106128091410612805(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 coping with collateral damage /R. Murray Thomas1st ed.Mahwah, N.J. L. Erlbaum Associates20051 online resource (340 p.)Description based upon print version of record.9780805855227 080585522X 9780805855210 0805855211 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),1921-2016.1855528MiAaPQMiAaPQMiAaPQBOOK9910974833103321High-stakes testing4533263UNINA