Making sense of test-based accountability in education / Laura S. Hamilton, Brian M. Stecher, Stephen P. Klein, editors ; prepared for the National Science Foundation

Stecher, Brian M. *1946-* [HerausgeberIn] ; Hamilton, Laura S. [HerausgeberIn] ; Klein, Stephen P. [HerausgeberIn]

Englisch

Santa Monica, CA : Rand, 2002

1 Online-Ressource (xxi, 168 Seiten)

Literaturverzeichnis: Seite 149-168

Erscheint auch als: Druck-Ausgabe- Hamilton, Laura S.: Making sense of test-based accountability in education. - Santa Monica, CA : Rand, 2002. - xxi, 168 p

0-8330-3161-9

Weitere Ausgaben: 0-8330-3161-9 (Druckausgabe)

*USA / Bildungspolitik

*Educational tests and measurements -- United States ; Educational accountability -- United States ; Electronic books ; Educational tests and measurements ; Educational accountability

*Electronic books ; EDUCATION ; Evaluation ; STUDY AIDS ; Tests ; EDUCATION ; Testing & Measurement ; EDUCATION ; Educational Policy & Reform ; General ; Educational accountability ; Educational tests and measurements ; Education ; Social Sciences ; Theory & Practice of Education ; United States

Klassifikation der Library of Congress: LB3051

Dewey Dezimal-Klassifikation: 371.26/4;

Regensburger Verbund-Klassifikation: DO 1252: D Pädagogik / DO Spezialfragen des gesamten Schulsystems / DO 1250-DO 1259 Schulleistung und Leistungsschule; Leistungstest / USA und Kanada

bisacsh: EDU034000

bisacsh: EDU030000

bisacsh: EDU 030000

bisacsh: EDU 011000

bisacsh: STU 027000

bisacsh: SOC047000

Test-based accountability systems that attach high stakes to standardized test results in the form of rewards and sanctions have raised a number of issues for those responsible for educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? What kinds of educational tradeoffs do these testing policies introduce? This book was written in response to school policymaking's growing emphasis on high-stakes testing. It addresses several key areas, including how the tests are used within these systems, how to evaluate the technical quality and trustworthiness of the tests, how test-based accountability affects the practices of teachers and schools, and what effect political considerations have on the policy debate. The authors also provide some recommendations for developing more-effective test-based accountability systems

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