LEADER 01111cam0 2200301 450 001 E600200029982 005 20071004100834.0 010 $a8842044237 100 $a20071004d1994 |||||ita|0103 ba 101 $aita 102 $aIT 200 1 $a<>intellettuale tra Medioevo e Rinascimento$fMariateresa Fumagalli Beonio Brocchieri$gEugenio Garin$gcon un'introduzione di Eugenio Garin 210 $aRoma$aBari$cLaterza$d1994 215 $aXIX,134 p.$d18 cm 225 2 $aUniversale Laterza$v752 300 $a(ga) 410 1$1001LAEC00016559$12001 $a*Universale Laterza$v752 700 1$aFumagalli Beonio Brocchieri$b, Mariateresa$3A600200043759$4070$0152451 702 1$aGarin, Eugenio$3AF00014610$4070 801 0$aIT$bUNISOB$c20071004$gRICA 850 $aUNISOB 852 $aUNISOB$j900|Fum$m82025 912 $aE600200029982 940 $aM 102 Monografia moderna SBN 941 $aM 957 $b2938$gSi$d82025$racquisto$1pregresso2$2UNISOB$3UNISOB$420071004095005.0$520071004095040.0$6pregresso2$a900|Fum 996 $aIntellettuale tra Medioevo e Rinascimento$91688611 997 $aUNISOB LEADER 04573nam 2200745 a 450 001 9910973753603321 005 20251116140854.0 010 $a9786612081934 010 $a9780309173469 010 $a0309173469 010 $a9781282081932 010 $a1282081934 010 $a9780309524957 010 $a0309524954 010 $a9780585047188 010 $a0585047189 035 $a(CKB)110986584752452 035 $a(EBL)3375563 035 $a(SSID)ssj0000170912 035 $a(PQKBManifestationID)11167245 035 $a(PQKBTitleCode)TC0000170912 035 $a(PQKBWorkID)10236041 035 $a(PQKB)10727077 035 $a(MiAaPQ)EBC3375563 035 $a(Au-PeEL)EBL3375563 035 $a(CaPaEBR)ebr10040980 035 $a(OCoLC)923257270 035 $a(Perlego)4734588 035 $a(BIP)47780647 035 $a(EXLCZ)99110986584752452 100 $a19981008d1999 ua 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHigh stakes $etesting for tracking, promotion, and graduation /$fJay P. Heubert and Robert M. Hauser, editors ; Committee on Appropriate Test Use ; Board on Testing and Assessment, Commission on Behavioral and Social Sciences and Education, National Research Council 205 $a1st ed. 210 $aWashington, D.C. $cNational Academy Press$d1999 215 $a1 online resource (352 p.) 300 $a"The study was supported by contract/grant no. ED-98-CO-0005"--T.p. verso. 311 08$a9780309062800 311 08$a0309062802 320 $aIncludes bibliographical references and index. 327 $a""Front Matter""; ""Foreword""; ""Dedication""; ""Acknowledgments""; ""Contents""; "" Executive Summary""; ""1 Introduction""; ""2 Assessment Policy and Politics""; ""3 Legal Frameworks""; ""4 Tests as Measurements""; ""5 Tracking""; ""6 Promotion and Retention""; ""7 Awarding or Withholding High School Diplomas""; ""8 Students with Disabilities""; ""9 English-Language Learners""; ""10 Use of Voluntary National Test Scores for Tracking, Promotion, or Graduation Decisions""; ""11 Potential Strategies for Promoting Appropriate Test Use""; ""12 Findings and Recommendations"" 327 $a"" Biographical Sketches""""Index"" 330 $aEveryone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are used--and misused--in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education should--and should not--use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents. 606 $aEducational tests and measurements$zUnited States 606 $aEducational accountability$zUnited States 606 $aEducation and state$zUnited States 615 0$aEducational tests and measurements 615 0$aEducational accountability 615 0$aEducation and state 676 $a371.26/0973 701 $aHeubert$b Jay Philip$01812308 701 $aHauser$b Robert Mason$01101712 712 02$aNational Research Council (U.S.).$bCommittee on Appropriate Test Use. 712 02$aNational Research Council (U.S.).$bCommission on Behavioral and Social Sciences and Education.$bBoard on Testing and Assessment. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910973753603321 996 $aHigh stakes$94364662 997 $aUNINA