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Autor/inMorgan, Hani
TitelRelying on High-Stakes Standardized Tests to Evaluate Schools and Teachers: A Bad Idea
QuelleIn: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89 (2016) 2, S.67-72 (6 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0009-8655
DOI10.1080/00098655.2016.1156628
SchlagwörterForeign Countries; High Stakes Tests; Standardized Tests; Educational Legislation; Federal Legislation; Academic Achievement; School Effectiveness; Teacher Effectiveness; Scores; Achievement Tests; International Assessment; Secondary School Students; Federal Aid; Federal Programs; Teaching Methods; Value Added Models; Teacher Evaluation; Bias; Cheating; Teacher Collaboration; Testing; District of Columbia; Finland; Georgia; Japan; Singapore; Texas; Program for International Student Assessment; Stanford Achievement Tests; Texas Assessment of Academic Skills
AbstractIn the twenty-first century, the use of standardized tests as the primary means to evaluate schools and teachers in the United States has contributed to severe dilemmas, including misleading information on what students know, lower-level instruction, cheating, less collaboration, unfair treatment of teachers, and biased teaching. This article provides reasons for the increased use in high-stakes testing and detail on the problems it causes. Also included are possible solutions to alleviate the concerns associated with high-stakes testing. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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