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200 10$aHigh-stakes testing$b[electronic resource] $ecoping with collateral damage /$fR. Murray Thomas
210   $aMahwah, N.J. $cL. Erlbaum Associates$d2005
215   $a1 online resource (340 p.)
300   $aDescription based upon print version of record.
311   $a0-8058-5522-X 
311   $a0-8058-5521-1 
320   $aIncludes bibliographical references (p. 287-315) and indexes.
327   $aContents; 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 Index
330   $aThe 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 ad
606   $aEducational tests and measurements$zUnited States$xEvaluation
606   $aEducation$xStandards$zUnited States
615  0$aEducational tests and measurements$xEvaluation.
615  0$aEducation$xStandards
676   $a371.26/0973
700   $aThomas$b R. Murray$g(Robert Murray),$f1921-2016.$01564192
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910783699303321
996   $aHigh-stakes testing$93867470
997   $aUNINA