LEADER 04138nam 22006134a 450 001 9910220137003321 005 20200520144314.0 010 $a0-8330-3398-0 035 $a(CKB)111087028056464 035 $a(EBL)202787 035 $a(OCoLC)475918180 035 $a(SSID)ssj0000196111 035 $a(PQKBManifestationID)11166516 035 $a(PQKBTitleCode)TC0000196111 035 $a(PQKBWorkID)10131842 035 $a(PQKB)11767347 035 $a(Au-PeEL)EBL202787 035 $a(CaPaEBR)ebr10056201 035 $a(MiAaPQ)EBC202787 035 $a(oapen)doab114522 035 $a(EXLCZ)99111087028056464 100 $a20020423d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aMaking sense of test-based accountability in education /$fLaura S. Hamilton, Brian M. Stecher, Stephen P. Klein, editors ; prepared for the National Science Foundation 205 $a1st ed. 210 $aSanta Monica, CA $cRand$d2002 215 $a1 online resource (193 p.) 300 $aDescription based upon print version of record. 311 08$a0-8330-3161-9 320 $aIncludes bibliographical references (p. 149-168). 327 $aPREFACE; CONTENTS; FIGURES; TABLES; SUMMARY; ACKNOWLEDGMENTS; Chapter One INTRODUCTION; DEFINING THE TERMS; TESTS ARE USED WIDELY AND FOR SEVERAL PURPOSES; NEW FEDERAL LEGISLATION MAKES TESTING MANDATORY; THE RATIONALE FOR TEST-BASED ACCOUNTABILITY SYSTEMS IS COMPELLING; TEST-BASED ACCOUNTABILITY COMMANDS SUBSTANTIAL RESOURCES; ABOUT THIS BOOK; Chapter Two TESTS AND THEIR USE IN TEST-BASED ACCOUNTABILITY SYSTEMS; A BRIEF HISTORY OF RECENT TRENDS IN LARGE-SCALE ASSESSMENT; HOW LARGE-SCALE TESTS ARE USED TODAY; ALIGNING TESTS AND STANDARDS; SETTING TARGETS FOR PERFORMANCE; REWARDS AND SANCTIONS 327 $aSUMMARYChapter Three TECHNICAL CRITERIA FOR EVALUATING TESTS; FIRST, SOME BACKGROUND; SCORE RELIABILITY; VALIDITY; FAIRNESS; TRADE-OFFS: TESTING TIME, COSTS, AND OTHER FACTORS; CONCLUSION; Chapter Four CONSEQUENCES OF LARGE-SCALE, HIGH-STAKES TESTING ON SCHOOL AND CLASSROOM PRACTICE; THE IMPORTANCE OF THE EFFECTS OF TESTING; GATHERING EVIDENCE ABOUT THE EFFECTS OF HIGHSTAKES TESTING; THE POSITIVE AND NEGATIVE EFFECTS OF HIGH-STAKES TESTING; SUMMARY; Chapter Five ACCOUNTABILITY AS SEEN THROUGH A POLITICAL LENS; STANDARDIZED TESTING FACILITATES POLITICAL OVERSIGHT OF EDUCATION 327 $aWHICH GROUPS ARE INTERESTED IN TESTING AND ASSESSMENT?WHAT FACTORS INFLUENCE TESTING POLICY?; TESTING AS A ROUTE TO ACHIEVING OTHER POLICY GOALS; THE INFLUENCE OF POLITICS ON HOW TESTS ARE USED; RECONCILING POLICYMAKING IMPERATIVES WITH GOOD TESTING STANDARDS; Chapter Six IMPROVING TEST-BASED ACCOUNTABILITY; FIRST, SOME GENERAL ADVICE; IMPROVING TECHNICAL QUALITY; DESIGNING SYSTEMS THAT HAVE POSITIVE EFFECTS ON PRACTICE; POLITICAL CONSIDERATIONS; CONCLUSION; RESOURCES; REFERENCES; CONTRIBUTORS 330 $aTest-based accountability systems that attach high stakes to standardized test results have raised a number of issues on educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? And what kinds of tradeoffs do these testing policies introduce? This book responds to the growing emphasis on high-stakes testing and offers recommendations for more-effective test-based accountability systems. 606 $aEducational tests and measurements$zUnited States 606 $aEducational accountability$zUnited States 615 0$aEducational tests and measurements 615 0$aEducational accountability 676 $a371.26/4 701 $aHamilton$b Laura S$0879896 701 $aStecher$b Brian M$0879897 701 $aKlein$b Stephen P.$f1938-$0879898 712 02$aNational Science Foundation (U.S.) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910220137003321 996 $aMaking sense of test-based accountability in education$91964915 997 $aUNINA