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Many educational testing experts who acknowledge the benefits of testing also believe that those benefits have been insufficiently articulated. Although much has been written on standardized testing policy, most of the material has been written by opponents. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests.
The goal of Defending Standardized Testing is to:
*describe current standardized testing policies and strategies;
*explain many of the common criticisms of standardized testing;
*document the public support for, and the realized benefits of, standardized testing;
*acknowledge the limitations of, and suggest improvements to, testing practices;
*provide guidance for structuring and administering large-scale testing programs in light of public preferences and the "No Child Left Behind Act" requirements; and
*present a defense of standardized testing and a vision for its future.
Defending Standardized Testing minimizes the use of technical jargon so as to appeal to all who have a stake in American educational reform.
|1||Persistently positive : forty years of public opinion on standardized testing||1|
|2||High-stakes testing : contexts, characteristics, critiques, and consequences||23|
|3||The rich, robust research literature on testing's achievement benefits||55|
|4||Some misconceptions about large-scale educational assessments||91|
|5||The most frequently unasked questions about testing||111|
|6||Must high stakes mean low quality? : some testing program implementation issues||123|
|7||Whose rules? : the relation between the "rules" and "law" of testing||147|
|8||Teaching for the test : how and why test preparation is appropriate||159|
|9||Doesn't everybody know that 70% is passing?||175|
|10||The testing industry, ethnic minorities, and individuals with disabilities||187|
|11||A school accountability case study : California API awards and the Orange County Register margin of error folly||205|
|12||Leave no standardized test behind||227|
|App. A||Polls and surveys that have included items about standardized testing : 1954 to present||255|
|App. B||Some studies revealing testing achievement benefits, by methodology type||281|