Test Quality for Use in Curricular and Instructional Decision Making in Reading PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Test Quality for Use in Curricular and Instructional Decision Making in Reading PDF full book. Access full book title Test Quality for Use in Curricular and Instructional Decision Making in Reading by . Download full books in PDF and EPUB format.
Author:
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 40
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 40
Get Book Here
Book Description
Author: Lorin W. Anderson
Publisher: Routledge
ISBN: 1135657599
Category : Education
Languages : en
Pages : 201
Get Book Here
Book Description
This book is based on the belief that decision making is perhaps the most critical of all teaching skills and that good assessments lie at the core of good decision making. To become better teachers then, teachers must learn to make informed decisions about both individual students (learning decisions) and about groups of students (teaching decisions). This book gives equal status to both types of decisions and shows how assessment is integral to both. The organization of the book is sequential, mirroring the way in which information should be used to make decisions. It begins with a conceptual framework linking information to decision making, then moves to the design of assessment instruments and the collection of assessment information, then to the interpretation of assessment information and, finally, to reporting the results of both the assessment and the decision-making process. There is an emphasis throughout on linking why teachers assess with what and how they assess. Other key features include: * Practical Framework -- The book's framework corresponds to the framework that teachers use to grade their students: conduct (classroom behavior), effort (student motivation), and achievement (student learning). * Unique Chapters -- There are separate chapters on interpreting assessment information prior to decision making and on reporting assessment information to parents, teachers, and administrators. * Flexibility -- Because of its modest length and price, and its practical focus on the links between assessment and everyday teacher decision making, this text can be used either in full-length assessment courses for teachers or to teach the assessment units in educational psychology or integrated methods courses.
Author: Richard L. Venezky
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 46
Get Book Here
Book Description
Author: James F. Baumann
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 348
Get Book Here
Book Description
Author: Paula J. Stanovich
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 42
Get Book Here
Book Description
As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of educational research.
Author: W. James Popham
Publisher: ASCD
ISBN: 1416601325
Category : Education
Languages : en
Pages : 175
Get Book Here
Book Description
With public and political demand for educational accountability never higher, educators are under enormous pressure to raise students' scores on standardized achievement tests. Policymakers are backing large-scale, high-stakes testing programs as the best way to determine which schools are failing and which schools are succeeding, and the only way to ensure the quality of students' schooling. Nonsense, says distinguished educator and author W. James Popham. In The Truth About Testing: An Educator's Call to Action, Popham explores both the absurdity and the serious destructive consequences of today's testing programs. He uses actual items drawn from current standardized achievement tests to show what these tests really measure and why they should never be used to evaluate school quality or teacher ability. But, Popham insists, there's a way out of this measurement mess. And it's up to educators to take the first steps. Throughout this commonsense and conversational resource, the author appeals to educators to build their own assessment literacy, spread the word about harmful testing, and reexamine how they use test data in the classroom. He provides * Advice for distinguishing between sound and unsound large-scale tests. * Guidelines to help teachers maximize the instructional benefits properly constructed classroom tests can bring. * Evidence-gathering strategies for teachers and administrators trying to survive and thrive in an accountability-driven environment. The book closes with a series of action items for educators interested in ending the score-boosting game, halting the erosion of educational quality, and establishing the kind of testing that can improve student learning. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Brian M. Stecher
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages :
Get Book Here
Book Description
The success of the test-based accountability policy, No Child Left Behind (NCLB), designed to raise student achievement, will be strongly influenced by educators' use of test-score data to guide school policy and classroom practice. This paper summarizes the data, providing insights for improving both the utility of test-score information at the classroom level, and the validity of large-scale testing systems. Because of the No Child Left Behind Act (NCLB), all states have implemented statewide testing programs in reading and mathematics for students in grade 3 to 8 and for one high school grade. However, most states have not examined the effects of testing on educational practice-an important omission, since a central assumption of NCLB is that the provision of high-quality information will promote improved educational decisionmaking. This study explores how teachers and principals use test score data, what features of its use are relevant to them, and what assistance is available to help them use the data for instructional decisionmaking. Using 2005 data, the study focuses on mathematics, using stratified random sampling to select 25 districts, and 100 schools per state (across three states) from within these districts. Within a single school, teachers have different impressions of the usefulness of the data. Over one-half of teachers surveyed reported that they used test results to identify topics for review and students who need attention. Most said that the test data were clear and easy to understand, and that they had received a variety of support for using the data. Most teachers relied on progress tests in instructional planning; they said that annual state test results were more useful for curriculum planning than for improving specific instructional practice. Periodic standardized progress testing or formative classroom assessments may be more useful than annual state tests. The variation observed in responses from teachers in different states suggests that state policy matters.
Author: IRA/NCTE Joint Task Force on Assessment
Publisher: International Reading Assoc.
ISBN: 0872077764
Category : Education
Languages : en
Pages : 60
Get Book Here
Book Description
With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
Author: Ellen B. Mandinach
Publisher: Corwin Press
ISBN: 1412982049
Category : Business & Economics
Languages : en
Pages : 281
Get Book Here
Book Description
"Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: assessment; statistics; instructional and differentiated psychology; classroom management."--Publisher's description.
Author: W. James Popham
Publisher: Corwin Press
ISBN: 1506351530
Category : Education
Languages : en
Pages : 177
Get Book Here
Book Description
Amplify your assessment literacy. Formative, data-driven, high-stakes—we all know the buzzwords surrounding educational testing. But we often shelve our understanding of these because they are overwhelmingly complex. Those who care about our schools and students—teachers, administrators, policymakers, parents, citizens—will discover how and why testing should be taken upon ourselves to advance. Using a nontechnical approach, this book offers fundamental knowledge to free you from testing fogginess—all framed around practical actions you can take to strengthen your assessment literacy. Inappropriate tests are leading to mistaken decisions, and this book provides everything you need to know to change that, including Reasons for tests Reliability/validity Fairness Test-building
