The paradoxes of high stakes testing. How they affect students, their parents, teachers, principals, schools, and society.

Autor/inn/en	Madaus, George F.; Russell, Michael K.; Higgins, Jennifer
Titel	The paradoxes of high stakes testing. How they affect students, their parents, teachers, principals, schools, and society.
Quelle	Charlotte, NC: Information Age Publ. (2009), VIII, 254 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 223-250
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-60752-027-3; 978-1-60752-027-6
Schlagwörter	Bildungsmonitoring; Reliabilität; Testkonstruktion; Validität; Bildungsgeschichte; Intelligenztest; Multiple-Choice-Verfahren; Test; Testanwendung; Soziale Herkunft; Bildungsstandards; Bildungspolitik; Bildungsreform; Schülerleistung; Lernen; Lehren; Curriculum; Messung; Messverfahren; Technologiebasiertes Testen; 19. Jahrhundert; 20. Jahrhundert; Einflussfaktor; Empfehlung; Leistungsmessung; Zukunft; USA
Abstract	The book's goal is to clarify for parents, the public, and policy makers what high stakes tests are and how their use affects our schools, children, and society. It explores the various uses, limitations, and paradoxical consequences of high stakes testing. ... Current testing programs provide valuable information to teachers, parents, and policy makers about students, schools, and school systems. But paradoxically, these programs have unintended yet predictable negative consequences for many students, teachers, and schools. It is essential that the public and policy makers understand the scope and impacts that result from the inherent paradoxical nature of high stakes testing. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1