Literaturnachweis - Detailanzeige
| Autor/inn/en | Nichols, Sharon L.; Berliner, David C. |
|---|---|
| Titel | Collateral damage. How high-stakes testing corrupts America's schools. |
| Quelle | Cambridge, Mass.: Harvard Education Press (2007), XVIII, 234 S. |
| Beigaben | Tabellen |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 978-1-89179-235-9 |
| Schlagwörter | Validität; Beeinflussung; Verhalten; Testauswertung; Testverfahren; Lehrer; Schüler; Täuschung; Leistungsbeurteilung; Schülerleistung; Schulangst; Moral; Staat; Statistik; Auslese; Kritik; Professionalität; Rechenschaftslegung; USA |
| Abstract | For more than a decade, the debate over high-stakes testing has dominated the field of education. In this... book [the authors] document the ways that high-stakes testing threatens the purposes and ideals of American education. Their analysis is grounded in the application of Campbell's law, which posits that the greater the social consequences associated with a quantitative indicator (such as test scores), the more likely it is that the indicator itself will become corrupted - and that its use will corrupt the social process it was intended to monitor. [The authors] show how the pressure of high-stakes testing erode the validity of test scores and distort the integrity of the education system. Their analysis provides a comprehensive intellectual framework for arguments against high stakes testing, while putting a compelling human face on the data marshaled in support of those arguments. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2008/1 |
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