LEADER 01942nam  22004095  450 
001 9910795391803321
005 20191216140536.0
010   $a1-4648-1419-8
024 7 $a10.1596/978-1-4648-1418-1
035   $a(CKB)4940000000149501
035   $a(MiAaPQ)EBC5988006
035   $a(The World Bank)21272452
035   $a(US-djbf)21272452
035   $a(EXLCZ)994940000000149501
100   $a20191028d2020      uy             0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt$2rdacontent
182   $cn$2rdamedia
183   $anc$2rdacarrier
200 10$aPublic examinations examined /$fThomas Kellaghan, Vincent Greaney
210  1$aWashington :$cWorld Bank Group,$d2020.
215   $a1 online resource (pages cm)
311   $a1-4648-1418-X 
330 3 $a"High-stakes public examinations exert a dominant influence in most education systems. They affect both teacher and student behavior, especially at the middle and upper levels of secondary education. The content of past examinations tends to dictate what is taught and how it is taught and, more important, what is learned and how it is learned. By changing aspects of these examinations, especially their content and format, education systems can have a strong positive impact on teacher behavior and student learning, help raise student achievement levels, and better prepare students for tertiary-level education and for employment. Examination agencies, many of which have followed the same procedures over decades, can learn from the successes and failures of other systems"--$cProvided by publisher.
410  0$aWorld Bank e-Library.
606   $aExaminations
615  0$aExaminations.
676   $a371.26
700   $aKellaghan$b Thomas$01492856
702   $aGreaney$b Vincent
801  0$bDLC
801  1$bDLC
906   $aBOOK
912   $a9910795391803321
996   $aPublic examinations examined$93818975
997   $aUNINA