Educational Diagnosis and the Measurement of School Achievement
Author: Marvin James Van Wagenen
Publisher:
Published: 1926
Total Pages: 318
ISBN-13:
DOWNLOAD EBOOK →Author: Marvin James Van Wagenen
Publisher:
Published: 1926
Total Pages: 318
ISBN-13:
DOWNLOAD EBOOK →Author: Jack Schneider
Publisher: Harvard University Press
Published: 2017-08-14
Total Pages: 337
ISBN-13: 0674976398
DOWNLOAD EBOOK →Test scores are the go-to metric of policy makers and anxious parents looking to place their children in the best schools. Yet standardized tests are a poor way to measure school performance. Using the diverse urban school district of Somerville MA as a case study, Jack Schneider’s team developed a new framework to assess educational effectiveness.
Author: Chester Arthur Buckner
Publisher:
Published: 1919
Total Pages: 122
ISBN-13:
DOWNLOAD EBOOK →Author: Walter Scott Monroe
Publisher:
Published: 1923
Total Pages: 400
ISBN-13:
DOWNLOAD EBOOK →The theory of educational measurement presented in this book has mainly to do with such things as the construction of tests and scales, the types of pupil preformances susceptible of measurement, the meanings of scores and norms, the validation of testing instruments, and the technique of the application. The material has been subjected to new organization, classification, definition, and critical interpretation. The result is a very intelligible treatment of questions that test makers and test users desire very much to understand.
Author: Robert Ladd Thorndike
Publisher: Simon & Schuster Books For Young Readers
Published: 1986
Total Pages: 708
ISBN-13: 9780024207302
DOWNLOAD EBOOK →Author: National Research Council
Publisher: National Academies Press
Published: 1998-12-30
Total Pages: 141
ISBN-13: 0309062799
DOWNLOAD EBOOK →The issues surrounding the comparability of various tests used to assess performance in schools received broad public attention during congressional debate over the Voluntary National Tests proposed by President Clinton in his 1997 State of the Union Address. Proponents of Voluntary National Tests argue that there is no widely understood, challenging benchmark of individual student performance in 4th-grade reading and 8th-grade mathematics, thus the need for a new test. Opponents argue that a statistical linkage among tests already used by states and districts might provide the sort of comparability called for by the president's proposal. Public Law 105-78 requested that the National Research Council study whether an equivalency scale could be developed that would allow test scores from existing commercial tests and state assessments to be compared with each other and with the National Assessment of Education Progress. In this book, the committee reviewed research literature on the statistical and technical aspects of creating valid links between tests and how the content, use, and purposes of education testing in the United States influences the quality and meaning of those links. The book summarizes relevant prior linkage studies and presents a picture of the diversity of state testing programs. It also looks at the unique characteristics of the National Assessment of Educational Progress. Uncommon Measures provides an answer to the question posed by Congress in Public Law 105-78, suggests criteria for evaluating the quality of linkages, and calls for further research to determine the level of precision needed to make inferences about linked tests. In arriving at its conclusions, the committee acknowledged that ultimately policymakers and educators must take responsibility for determining the degree of imprecision they are willing to tolerate in testing and linking. This book provides science-based information with which to make those decisions.
Author: William A. Mehrens
Publisher: Holt McDougal
Published: 1984
Total Pages: 680
ISBN-13:
DOWNLOAD EBOOK →Author: Chris Surprenant
Publisher:
Published: 2017
Total Pages: 22
ISBN-13:
DOWNLOAD EBOOK →Over the last thirty years state governments have paid ever-increasing attention to the results of standardized testing to identify successful schools, rewarding those with better performance by allocating to them a greater share of resources. Although traditional, high-stakes, standardized testing has been shown to be effective at measuring discrete skills or a predetermined list of facts, the overwhelming majority of research into its effectiveness shows not only that these tests fail to measure educational quality but also that their use tends to negatively affect the intellectual development of students in the classroom. This paper argues for an alternative mechanism to evaluating school achievement. We claim that a free-market approach to education, one that includes central features of market systems--profits, market entry, price changes, product differentiation, and competition--not only provides a better mechanism than the use of high-stakes testing by which to allocate limited financial resources and motivate academic achievement, but also serves as a more accurate tool to measure the quality of school programs.