Data Portal @ linkeddatafragments.org

Matches in Library of Congress for { <http://lccn.loc.gov/2002069685> ?p ?o. }

• 2002069685 contributor B9239879.
• 2002069685 contributor B9239880.
• 2002069685 created "2002.".
• 2002069685 date "2002".
• 2002069685 date "2002.".
• 2002069685 dateCopyrighted "2002.".
• 2002069685 description "Includes bibliographical references (p. 149-168).".
• 2002069685 description "Machine generated contents note: Chapter One -- INTRODUCTION -- Defining the Terms -- Tests Are Used Widely and for Several Purposes -- New Federal Legislation Makes Testing Mandatory -- The Rationale for Test-Based Accountability Systems Is -- Compelling -- Test-Based Accountability Commands Substantial -- Resources -- About This Book -- Chapter Two -- TESTS AND THEIR USE IN TEST-BASED -- ACCOUNTABILITY SYSTEMS -- A Brief History of Recent Trends in Large-Scale -- Assessment -- Using Assessments to Monitor Aggregate Academic -- Achievement -- Evolving from Minimum-Competency Testing to -- Measurement-Driven Instruction -- The Education Reform Movement and Increased Use -- of Standardized Tests -- The Second Wave of Reform: Testing Higher-Order -- Skills -- How Large-Scale Tests Are Used Today -- Content and Performance Standards -- Norm-Referenced Score Reporting -- Criterion-Referenced Score Reporting -- Comparing the Two Types of Score Reporting -- Disadvantages to Reporting Performance Solely as -- Norm or Criterion Referenced -- Aligning Tests and Standards -- Types of Assessments -- Reporting the Results of Large-Scale Assessments -- Setting Targets for Performance -- Measuring Status -- Measuring Change -- Rewards and Sanctions -- School-Level Incentives -- Student-Level Incentives -- Summary -- Chapter Three -- TECHNICAL CRITERIA FOR EVALUATING TESTS -- First, Some Background -- Score Reliability -- Factors That Affect Score Reliability -- Quantifying Score Reliability -- Score Reliability and Decisionmaking -- Validity -- Forms of Validity Evidence -- Validity of Scores and Gains Under High-Stakes -- Conditions -- Fairness -- Bias-Free Items and Tests -- Comparable Opportunities to Demonstrate -- Knowledge -- Trade-Offs: Testing Time, Costs, and Other Factors -- Conclusion -- Chapter Four -- CONSEQUENCES OF LARGE-SCALE, HIGH-STAKES -- TESTING ON SCHOOL AND CLASSROOM PRACTICE -- The Importance of the Effects of Testing -- The Effects of Testing and Test Validity -- Broadened Use of High-Stakes Testing to Promote -- Changes in School Practice -- Gathering Evidence About the Effects of High-Stakes -- Testing -- The Positive and Negative Effects of High-Stakes -- Testing -- Teacher Response to High-Stakes Testing -- Positive Classroom Effects -- Neutral and Negative Classroom Effects -- School-Level Effects -- Effects on Equity -- Summary -- Chapter Five -- ACCOUNTABILITYAS SEEN THROUGH -- A POLITICAL LENS -- Standardized Testing Facilitates Political Oversight of -- Education -- Which Groups Are Interested in Testing and -- Assessment? -- What Factors Influence Testing Policy? -- Public Opinion -- The Need to Show Results Quickly -- Testing as a Route to Achieving Other Policy Goals -- The Influence of Politics on How Tests Are Used -- Reconciling Policymaking Imperatives with Good -- Testing Standards -- Recommendations for Policymakers -- Recommendations for Testing and Measurement -- Professionals -- Chapter Six -- IMPROVING TEST-BASED ACCOUNTABILITY -- First, Some General Advice -- Improving Technical Quality -- Conduct Ongoing Evaluation of Technical Quality -- Incorporate Multiple Measures and Multiple -- Formats -- Incorporate Findings from Cognitive Psychology -- Collect and Maintain Rich Student-Level Data -- Adopt Stable Statistical Indicators -- Designing Systems That Have Positive Effects on -- Practice -- Conduct Ongoing Research and Evaluation of Effects -- on Practice -- Align Teacher Professional Development and -- Curriculum with Standards and Assessments -- Clarify the Desired Balance Between Accountability -- Purposes and Instructional Purposes -- Create Incentives That Promote Desired Goals -- Consider Each Policy's Potential Effects on Equity -- Political Considerations -- Facilitate Integration of Political and Professional -- Perspectives -- Incorporate Parents' Perspectives -- Explore Costs and Benefits of Alternative -- Approaches -- Conclusion.".
• 2002069685 extent "xxi, 168 p. :".
• 2002069685 hasFormat "Also available in electronic form via the RAND Corporation Web site.".
• 2002069685 identifier "0833031619".
• 2002069685 identifier 2002069685-d.html.
• 2002069685 identifier 2002069685.html.
• 2002069685 identifier MR1554.
• 2002069685 isFormatOf "Also available in electronic form via the RAND Corporation Web site.".
• 2002069685 issued "2002".
• 2002069685 issued "2002.".
• 2002069685 language "eng".
• 2002069685 publisher "Santa Monica, CA : Rand,".
• 2002069685 relation "Also available in electronic form via the RAND Corporation Web site.".
• 2002069685 spatial "United States.".
• 2002069685 subject "371.26/4 21".
• 2002069685 subject "Educational accountability United States.".
• 2002069685 subject "Educational tests and measurements United States.".
• 2002069685 subject "LB3051 .M4245 2002".
• 2002069685 tableOfContents "Machine generated contents note: Chapter One -- INTRODUCTION -- Defining the Terms -- Tests Are Used Widely and for Several Purposes -- New Federal Legislation Makes Testing Mandatory -- The Rationale for Test-Based Accountability Systems Is -- Compelling -- Test-Based Accountability Commands Substantial -- Resources -- About This Book -- Chapter Two -- TESTS AND THEIR USE IN TEST-BASED -- ACCOUNTABILITY SYSTEMS -- A Brief History of Recent Trends in Large-Scale -- Assessment -- Using Assessments to Monitor Aggregate Academic -- Achievement -- Evolving from Minimum-Competency Testing to -- Measurement-Driven Instruction -- The Education Reform Movement and Increased Use -- of Standardized Tests -- The Second Wave of Reform: Testing Higher-Order -- Skills -- How Large-Scale Tests Are Used Today -- Content and Performance Standards -- Norm-Referenced Score Reporting -- Criterion-Referenced Score Reporting -- Comparing the Two Types of Score Reporting -- Disadvantages to Reporting Performance Solely as -- Norm or Criterion Referenced -- Aligning Tests and Standards -- Types of Assessments -- Reporting the Results of Large-Scale Assessments -- Setting Targets for Performance -- Measuring Status -- Measuring Change -- Rewards and Sanctions -- School-Level Incentives -- Student-Level Incentives -- Summary -- Chapter Three -- TECHNICAL CRITERIA FOR EVALUATING TESTS -- First, Some Background -- Score Reliability -- Factors That Affect Score Reliability -- Quantifying Score Reliability -- Score Reliability and Decisionmaking -- Validity -- Forms of Validity Evidence -- Validity of Scores and Gains Under High-Stakes -- Conditions -- Fairness -- Bias-Free Items and Tests -- Comparable Opportunities to Demonstrate -- Knowledge -- Trade-Offs: Testing Time, Costs, and Other Factors -- Conclusion -- Chapter Four -- CONSEQUENCES OF LARGE-SCALE, HIGH-STAKES -- TESTING ON SCHOOL AND CLASSROOM PRACTICE -- The Importance of the Effects of Testing -- The Effects of Testing and Test Validity -- Broadened Use of High-Stakes Testing to Promote -- Changes in School Practice -- Gathering Evidence About the Effects of High-Stakes -- Testing -- The Positive and Negative Effects of High-Stakes -- Testing -- Teacher Response to High-Stakes Testing -- Positive Classroom Effects -- Neutral and Negative Classroom Effects -- School-Level Effects -- Effects on Equity -- Summary -- Chapter Five -- ACCOUNTABILITYAS SEEN THROUGH -- A POLITICAL LENS -- Standardized Testing Facilitates Political Oversight of -- Education -- Which Groups Are Interested in Testing and -- Assessment? -- What Factors Influence Testing Policy? -- Public Opinion -- The Need to Show Results Quickly -- Testing as a Route to Achieving Other Policy Goals -- The Influence of Politics on How Tests Are Used -- Reconciling Policymaking Imperatives with Good -- Testing Standards -- Recommendations for Policymakers -- Recommendations for Testing and Measurement -- Professionals -- Chapter Six -- IMPROVING TEST-BASED ACCOUNTABILITY -- First, Some General Advice -- Improving Technical Quality -- Conduct Ongoing Evaluation of Technical Quality -- Incorporate Multiple Measures and Multiple -- Formats -- Incorporate Findings from Cognitive Psychology -- Collect and Maintain Rich Student-Level Data -- Adopt Stable Statistical Indicators -- Designing Systems That Have Positive Effects on -- Practice -- Conduct Ongoing Research and Evaluation of Effects -- on Practice -- Align Teacher Professional Development and -- Curriculum with Standards and Assessments -- Clarify the Desired Balance Between Accountability -- Purposes and Instructional Purposes -- Create Incentives That Promote Desired Goals -- Consider Each Policy's Potential Effects on Equity -- Political Considerations -- Facilitate Integration of Political and Professional -- Perspectives -- Incorporate Parents' Perspectives -- Explore Costs and Benefits of Alternative -- Approaches -- Conclusion.".
• 2002069685 title "Making sense of test-based accountability in education / Laura S. Hamilton, Brian M. Stecher, Stephen P. Klein, editors ; prepared for the National Science Foundation.".
• 2002069685 type "text".