LEADER 03480nam 22006014a 450 001 9910449952903321 005 20200520144314.0 010 $a1-4106-1259-7 035 $a(CKB)1000000000244594 035 $a(EBL)227543 035 $a(OCoLC)74901950 035 $a(SSID)ssj0000136092 035 $a(PQKBManifestationID)11136081 035 $a(PQKBTitleCode)TC0000136092 035 $a(PQKBWorkID)10082242 035 $a(PQKB)10326351 035 $a(MiAaPQ)EBC227543 035 $a(Au-PeEL)EBL227543 035 $a(CaPaEBR)ebr10103805 035 $a(CaONFJC)MIL761387 035 $a(EXLCZ)991000000000244594 100 $a20040602d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDefending standardized testing$b[electronic resource] /$fedited by Richard P. Phelps 210 $aMahwah, N.J. $cL. Erlbaum Associates$d2005 215 $a1 online resource (360 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-4912-2 311 $a0-8058-4911-4 320 $aIncludes bibliographical references and index. 327 $aContents; Foreword; Introduction and Overview; 1 Persistently Positive: Forty Years of Public Opinion on Standardized Testing; 2 High-Stakes Testing: Contexts, Characteristics, Critiques, and Consequences; 3 The Rich, Robust Research Literature on Testing's Achievement Benefits; 4 Some Misconceptions About Large-Scale Educational Assessments; 5 The Most Frequently Unasked Questions About Testing; 6 Must High Stakes Mean Low Quality? Some Testing Program Implementation Issues; 7 Whose Rules? The Relation Between the ""Rules"" and ""Law"" of Testing 327 $a8 Teaching For the Test: How and Why Test Preparation is Appropriate9 Doesn't Everybody Know That 70% is Passing?; 10 The Testing Industry, Ethnic Minorities, and Individuals With Disabilities; 11 A School Accountability Case Study: California API Awards and the Orange County Register Margin of Error Folly; 12 Leave No Standardized Test Behind; 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; Author Index; Subject Index 330 $aThe education reform movement of the past two decades has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished, whereas some critics accuse the push for standards and testing of impeding reform and perpetuating 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. Meanwhile, the American pu 606 $aAchievement tests$zUnited States 606 $aEducation$xStandards$zUnited States 606 $aEducational accountability$zUnited States 608 $aElectronic books. 615 0$aAchievement tests 615 0$aEducation$xStandards 615 0$aEducational accountability 676 $a371.26/2 701 $aPhelps$b Richard P$0870688 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910449952903321 996 $aDefending standardized testing$91943679 997 $aUNINA