Uses and misuses of data for educational accountability and improvement
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書誌事項
Uses and misuses of data for educational accountability and improvement
（Yearbook of the National Society for the Study of Education, 104th,
Blackwell, 2005
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注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
The National Society for the Study of Education is an organization of education scholars, professional educators, and policymakers dedicated to the improvement of education research, policy, and practice. Founded in 1901 by a small group of distinguished educators including John Dewey, Nicholas Murray Butler, and Charles Hubbard Judd, NSSE is the oldest national educational research organization in the United States. The mission of the National Society for the Study of Education is to investigate enduring and contemporary problems, disseminate the findings of its investigations, and engage members of the education community in study and discourse around those findings for the improvements of research, policy, and practice. One important way the Society accomplishes this mission is through the publications of its two-volume yearbooks, now in their 104th year. Each volume of a yearbook deals with a separate topic of current concern to educators.With knowledgeable scholars and practitioners as contributing authors, the yearbooks are reliable and authoritative sources of information on timely educational topics.
Some yearbooks have become landmark publications in the field with which they deal. As the Society moved into its second century, it acknowledges its indebtedness to the numerous authors and editors whose work has made the yearbooks significant contributions to the study of education during the past century. NSSE looks ahead to fostering stronger relationships between researchers, educators, and policymakers, with the goal of improving education for the nation's childrens and youth, through continued collaborative study of educational problems. Membership in the Society is open to all individuals who desire to receive the Yearbooks regularly. Members include teachers, administrators, researchers, other educational personnel, and policymakers at all levels of education in the United States, Canada, and overseas.
目次
- The National Society for The Study of Education.Board of Directors of the Society, 2005-2006
- Contributors to the Yearbook.Reviewers for The Yearbook.Preface.Part One: Foundations.1. A Historical Perspective on Validity Arguments for Accountability Testing. (Edward H. Haertel and Joan L. Herman).2. Assessment and Accountability from the Policymaker's Perspective. (Lorraine M. McDonnell).3. Goals for Learning and Assessment. (Judith A. Ramaley).Part Two: Design and Analysis Issues.4. Issues in the Design of Accountability Systems. (Robert L. Linn).5. Alignment, High Stakes, and the Inflation of Test Scores. (Daniel Kortez).6. Exploring Models of School Performance: From Theory to Practice. (Kilchan Choi, Pete Goldschmidt, and Kyo Yamashiro).7. Statistical Misunderstandings of the Properties of School Scores and School Accountability. (David Rogosa).Part Three: Issues of Fairness and Consequences.8. Issues and Consequences for English Language Learners. (Jamal Abedi).9. When One Size Does Not Fit All-the Special Challenges of Accountability Testing for Students with Disabilities. (Diana Pullin).10. Is the Glass Half Full or Mostly Empty? Ending Social Promotion in Chicago. (Melissa Roderick, Jenny Nagaoka, and Elaine Allensworth).11. High School Exit Examinations: When do Learning Effects Generalize? (John Bishop).12. The Consequences of Student Testing for Teaching and Teacher Quality. (Linda Darling-Hammond and Elle Rustique-Forrester).Part Four: Moving to Better Practice.13. Data Use and School Improvement: Challenges and Prospects.(Margaret Heritage and Raymond Yeagley).14. Getting Things Right at the Classroom Level. (Jerome M. Shaw).15. Technology and Effective Assessment Systems. (Eva L. Baker).Name Index.Subject Index.
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