Assessing Student Learning: a common sense guide by Linda Suskie; Trudy W. Banta (Foreword by); Banta (Foreword by)
Call Number: LB2368.S87 2009
Publication Date: 2009-03-23
Assessing Student Learning in General Education by Paul E. Lingenfelter (Foreword by); Marilee J. Bresciani (Editor)
Call Number: LC985.A87 2007
Publication Date: 2007-05-18
Assessment Reconsidered: institutional effectiveness for student success by Richard Keeling; Andrew Wall; Ric Underhile; Gwendolyn Dungy
Call Number: LB2331.62.A87 2008
Publication Date: 2008
Ensuring Quality and Productivity in Higher Education - An Analysis of Assessment Practices by Dennis Gayle; Ron W. Zimmer; AEHE Staff; Catherine H. Augustine; Roger Benjamin; Tora K. Bikson; Susan M. Gates; Tessa Kaganoff; Dina G. Levy; Joy S. Moini
Call Number: LB2806.22.E57 2002
Publication Date: 2002-05-21
A Handbook on Measurement Assessment and Evaluation in Higher Education by Charles Secolsky (Editor); D. Brian Denison (Editor)
Call Number: LB2331.62.H36 2012
Publication Date: 2011-12-20
Introduction to Rubrics (2nd ed.) by Dannelle D. Stevens; Antonia J. Levi; Barbara E. Walvoord (Foreword by)
The Testing Charade: Pretending to Make Schools Better by Daniel M. KoretzFor decades we've been studying, experimenting with, and wrangling over different approaches to improving public education, and there's still little consensus on what works, and what to do. The one thing people seem to agree on, however, is that schools need to be held accountable—we need to know whether what they're doing is actually working. But what does that mean in practice? High-stakes tests. Lots of them. And that has become a major problem. Daniel Koretz, one of the nation's foremost experts on educational testing, argues in The Testing Charade that the whole idea of test-based accountability has failed—it has increasingly become an end in itself, harming students and corrupting the very ideals of teaching. In this powerful polemic, built on unimpeachable evidence and rooted in decades of experience with educational testing, Koretz calls out high-stakes testing as a sham, a false idol that is ripe for manipulation and shows little evidence of leading to educational improvement. Rather than setting up incentives to divert instructional time to pointless test prep, he argues, we need to measure what matters, and measure it in multiple ways—not just via standardized tests. Right now, we're lying to ourselves about whether our children are learning. And the longer we accept that lie, the more damage we do. It's time to end our blind reliance on high-stakes tests. With The Testing Charade, Daniel Koretz insists that we face the facts and change course, and he gives us a blueprint for doing better.
Publication Date: 2017
Understanding by Design by ASCD Staff; Grant Wiggins; Jay McTigheWhat is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Call Number: LB2806.15.W54 2006
Publication Date: 2005-07-14
Books: Standardized Testing
African Americans and Standardized Tests : The Real Reason for Low Test Scores by Veda JairrelsWith a surprisingly honest and hard-hitting approach, this scathing indictment of the modern black family postulates that a lack of appreciation for literacy in the African American household is the true cause of low scores on today's standardized tests. Arguing that television, video games, rap music, and sports are all distractions from much-needed study time, the discussion stresses the significance of literacy in a child's future and the importance of parental involvement toward shaping that future. In an educational climate where most of the blame for a child's poor performance is placed upon the teachers, the curricula, and the social structure of the schools, this discussion ultimately places the responsibility back in the hands of the family and offers them suggestions for improvement.
High Stakes Testing : Coping With Collateral Damage by R. Murray ThomasThe federal government's No Child Left Behind Act has thrust high-stakes testing - its goals, methods, and consequences - into the educational limelight. The four-fold purpose of this book is to: describe the nature of high-stakes testing; identify types of collateral damage that have attended the testing programs; analyze methods different groups of people have chosen for coping with the damage and suggest lessons to be learned from the high-stakes-testing experience. The six groups of people whose coping strategies are inspected include: politicians and their staffs; educational administrators and their staffs; parents and the public; test makers and test administrators; teachers and students. Importantly, the author avoids aligning himself with the test-bashing rhetoric of those who oppose high-stakes testing, especially the No Child Left Behind Act.Key features of this outstanding new book include: illustrative cases. The book offers more than 350 cases of collateral damage from high-stakes testing--and people's coping strategies--as reported in newspapers over the 2002-2004 period. background perspectives. Part I examines the influence of high-stakes testing on: 1) what schools teach; 2) how student progress is evaluated; 3) how achievement standards are set; and 4) how test results are used. participant responses. Part II, which is the heart of the book, devotes a separate chapter to the coping strategies of each of the major participants in the high-stakes testing movement: politicians and their staffs, educational administrators and their staffs, parents and the public, test-makers and test-givers, teachers, and students. summary chapter. The last chapter (Lessons to Learn) offers suggestions for minimizing collateral damage by adopting alternative approaches not used in the creation of our current high-stakes testing programs, particularly the federal government's No Child Left Behind Act. This book is appropriate for any of the following audiences: students taking evaluation or administration courses in schools of education, inservice administrators and teachers, policy makers, and those members of the general public who are concerned about the fate of schooling in America.
Publication Date: 2005-02-10
Defending Standardized Testing by Richard P. Phelps (Editor); Linda A. Bond (Contribution by); Mary Lyn Bourque (Contribution by); Chad W. Buckendahl (Contribution by); Gregory J. Cizek (Contribution by); Linda Crocker (Contribution by); George K. Cunningham (Contribution by)The education reform movement of the past two decades has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished, whereas some critics accuse the push for standards and testing of impeding reform and perpetuating inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. Meanwhile, the American public remains steadfast in support of testing to measure student performance and monitor the performance of educational systems.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.
Publication Date: 2005-02-17
Making the Grades : My Misadventures in the Standardized Testing Industry by Todd FarleyIn this alternately amusing and appalling exposé of the standardized test industry, fifteen-year veteran Todd Farley describes statisticians who make decisions about students without even looking at their test answers; state education officials willing to change the way tests are scored whenever they don't like the results; and massive, multi-national, for-profit testing companies who regularly opt for expediency and profit over the altruistic educational goals of teaching and learning.
Standardized Testing by Greenhaven Press Editors; Dedria Bryfonski (Editor); Herbert J. Walberg (Editor)Standardized Testing: Books in this anthology series focus a wide range of viewpoints onto a single controversial issue, providing in-depth discussions by leading advocates, a quick grounding in the issues, and a challenge to critical thinking skills.
Publication Date: 2012-05-03
The Test : Why Our Schools are Obsessed with Standardized Testing - But You Don't Have to Be by Anya KamenetzNo sooner is a child walking and talking than the ABCs and 1-2-3s give way to the full-on alphabet soup: the ERBs, the OLSAT, the IQ, the NCLB for AYP, the IEP for ELLs, the CHAT and PDDST for ASD or LD and G&T or ADD and ADHD, the PSATs, then the ACTs and SATsall designed to assess and monitor a child's readiness for education. In many public schools, students are spending up to 28% of instructional time on testing and test prep. Starting this year, the introduction of the Common Core State Standards Initiative in 45 states will bring an unprecedented level of new, more difficult, and longer mandatory tests to nearly every classroom in the nation up to five times a yearforcing our national testing obsession to a crisis point. Taxpayers are spending extravagant money on these testsup to $1.4 billion per yearand excessive tests are stunting children’s spirits, adding stress to family life, and slowly killing our country’s future competitiveness. Yet even so, we still want our kids to score off the charts on every test they take, in elementary school and beyond. And there will be a lot of them. How do we preserve space for self-directed learning and development, while also asking our children to make the score and make a mark? This book is an exploration of that dilemma, and a strategy for how to solve it. The Test explores all sides of this problemwhere these tests came from, why they're here to stay, and ultimately what you as a parent or teacher can do. It introduces a set of strategies borrowed from fields as diverse as games, neuroscience, social psychology, and ancient philosophy to help children do as well as they can on tests, and, just as important, how to use the experience of test-taking to do better in life. Like Paul Tough’s bestseller How Children Succeed, it illuminates the emerging science of grit, curiosity and motivation, but takes a step further to explore innovations in educationemerging solutions to the over-testing crisisthat are not widely known but that you can adapt today, at home and at school. And it presents the stories of families of all kinds who are maneuvering within and beyond the existing educational system, playing and winning the testing game. You’ll learn, for example, what Bill Gates, a strong public proponent of testing, does to stoke self-directed curiosity in his children, and how Mackenzie Bezos, wife of Amazon founder Jeff Bezos and mother of three, creates individualized learning experiences for each of her children. All parents want their children to be successful, and their schools to deliver true opportunities. Yet these goals are often as likely to result in stress and arguments as actual progress. The Test is a book to help us think about these problems, and ultimately, move our own children towards the future we want for them, from elementary to high school and beyond.
Publication Date: 2015-01-06
The Age of Stress: Children Under PressureWhat are the consequences of bullying, high-stakes testing, homework overload, and family turmoil? Do these experiences prepare kids for an uncertain life ahead or are they too much, too young? This program explores what happens under the stressful conditions that children often face at home and school. Tracking a group of 25 eight-year-olds, the program follows young subjects through academic, domestic, and medical challenges. Featured children include Rebecca, who struggles to match her brother’s scholarly abilities; Taliesin, an easy prey for bullies; Rubin, a talented boy in economically perilous circumstances; and Eve, whose father is recovering from surgery and whose mother now faces a serious health crisis. A BBC/Open University Co-production. Original broadcast title: The Age of Stress. Part of the series Child of Our Time 2008. (60 minutes)
Assessment...with a Touch of ClassThis presentation will focus on how the fundamental concepts of testing quality apply to classroom assessment practices. Maintaining testing quality helps ensure that those assessments reach an appropriate level of technical quality and that the results can support teaching and learning. The presentation will also stress that effective classroom assessment practices require cooperation between teachers and education leaders and that student involvement is a critical part of assessment.
Bad Score: Challenging Standardized TestingIn this video, Dan Rather examines the standardized testing industry, interviewing college graduates who worked as temporary test scorers for the few large companies that produce millions of standardized tests and then hire workers to score them in factory-like conditions, and Todd Farley, a man who has worked in the industry for fifteen years. These individuals are speaking out against the unfair and inaccurate method of evaluating students’ intelligence and the impact that these practices have on schools.
Balanced Assessment: Improving Student Achievement and Standardized Test Results (3 parts)Assessing student knowledge, understanding, and skills is something that educators must master to teach properly. Test and quiz results help teachers assess, but they need to look at other factors to get a complete and accurate assessment. Educators must look at virtually every part of the learning process to understand the full picture of what their students are taking away from their learning experience. This series shows how teachers and administrators assess students using a variety of techniques to fully understand how students are learning.
The Case for 21st Century Learning and AssessmentProgram 1: The Case for 21st Century Learning and Assessment starts your exploration off with a fascinating review of the changes and trends in post-secondary education and the world that educators need to address. Understand the gaps and disconnects between current education practices and effective assessment for 21st century learning. Learn why and how schools move beyond assessment of discrete information and skills taught in isolation to authentic, transfer-based learning for all students in which they use information, skills, and procedures in real-world ways.
Implementing RTI in Secondary SchoolsGoing beyond the theory of Response to Intervention (RTI) to see exactly what schools do to help struggling students and close achievement gaps, this series follows an entering high school freshman through an RTI approach that emphasizes universal screening to identify learners who are struggling and programs that are draining time and energy from teachers without closing gaps for student. It presents diagnostic assessment to show evidence of gaps between the expected outcomes and the actual performance; a three-tiered instructional intervention that increases with intensity from mainstream students to small-group learning and a pyramid of intervention that helps educators taking inventory of what is already in place and fill in the gap with expert ideas. It also presents resources that can help bolster efforts.
The Power of Formative Assessment to Advance Learning (3 parts)Designed for any school or district considering or already using formative assessment, this series explains what formative assessment is, why it is important for teachers to use this approach in the classroom, and how to use formative assessments to gather evidence about student learning and use this evidence to adjust teaching. Experts and practitioners examine the main functions of formative assessment and the basic process teachers use to implement formative assessment in the classroom. Scenes from elementary and secondary classrooms show formative assessment strategies that teachers use to diagnose and address student learning problems.
Strategies for Evaluating Educational AssessmentsDr. Buckendahl describes the strengths and weaknesses of common approaches to evaluating tests and testing programs, discusses reasons why organizations may or may not participate in an external evaluation, and illuminates opportunities for Buros and the measurement community to increase their involvement in educational policy deliberations.
Teachers Challenging Standardized TestingIn this video, learn about standardized testing methods mandated in public schools across the nation and the opposition against them. Dan Rather interviews school faculty members like Jesse Hagopian of Garfield High School in Seattle who is leading a boycott against testing methods deemed unfair by some. Learn what Hillsborough School District is doing to evaluate teachers and assist in the continued improvement of schools and students.
Using Classroom Assessment to Guide Instruction (3 parts)In today's high-stakes testing environment, you can’t wait for annual test scores to tell whether students are learning. Instead, you want teachers to continuously check their students for understanding, adjust classroom instruction if necessary, and reteach those who are falling behind. But traditionally, teachers haven't assessed students on a daily basis and aren't always prepared to use assessment data to adjust their instruction. This series introduces teachers to a wide variety of daily classroom assessment techniques, from pencil-and-paper tests to simple observations, showing how teachers in every grade and subject can use classroom assessments to guide their daily instruction. It also explains how classroom assessments can reflect the learning goals of state- and districtwide assessments.