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Author

Faxon-Mills, Susannah.

Title New assessments, better instruction? : designing assessment systems to promote instructional improvement / Susannah Faxon-Mills, Laura S. Hamilton, Mollie Rudnick, Brian M. Stecher.

Imprint

Santa Monica : RAND Corporation, 2013.

Connect to
Connect to https://pittstate.idm.oclc.org/login?url=https://www.jstor.org/stable/10.7249/j.ctt5hhtkh

Copies

Location	Call No.	OPAC Message	Status
Axe JSTOR Open Ebooks	Electronic Book	---	Available

Description	1 online resource (xi, 50 pages)
	text txt rdacontent
	computer c rdamedia
	online resource cr rdacarrier
Note	"Sponsored by the William and Flora Hewlett Foundation."
Bibliography	Includes bibliographical references (pages 39-50).
Summary	This report reviews the literature on how assessment affects teaching practice and the conditions that moderate that relationship. The authors identify a wide variety of effects that testing might have on teachers' activities in the classroom and a number of conditions that affect the impact that assessment may have on practice.
Contents	Cover; Copyright; Preface; Contents; Figure; Tables; Summary; Acknowledgments; Abbreviations; 1. Introduction; 2. Methods; Framework; Curriculum Standards; Assessment; Accountability; District/School Policy; Educator Background, Beliefs, and Knowledge; School Characteristics; Instructional Practices; Limitations; 3. How Educators Respond to Assessment; Changes in Curriculum Content and Emphasis; Changes in the Sequence of Topics; Reallocation of Content Across and Within Subjects; Focus on Basic Skills and Facts; Focus on Higher Skills and Cognitive Levels; Changes in Instructional Activities.
	Focus on Test-Taking StrategiesChanges in Instructional Strategies; Changes in Classroom Assessment Practices; Changes in Teachers' Interactions with Students; Using Test Results to Individualize Instruction; Focus on "Bubble Kids"; 4. Conditions That Influence Educators' Responses to Assessment; Attributes of the Tests and Testing Programs; Purpose and Use of Test; Quality of the Assessment; Testing Format; Accountability Context; Nature of Consequences; Accountability Metrics and Decision Rules; Educator Background, Beliefs, and Knowledge; Domain Knowledge; Teacher Beliefs.
	Familiarity with AssessmentEndorsement of Assessment; School and Student Characteristics; School Characteristics; Aggregate Student Performance; Policy and Practice; Use of Time; Professional Development; Collaboration; Curriculum; 5. Conclusions; Conditions Relating to the Tests and the Testing Programs; Conditions Relating to Educator Capacity and Beliefs; Conditions Relating to the Accountability Context; Conditions Relating to District/School Policy; Summary; References.
Language	English.
Subject	Educational evaluation -- United States.
	Educational tests and measurements -- United States.
	School improvement programs -- United States.
	Évaluation en éducation -- États-Unis.
	Tests et mesures en éducation -- États-Unis.
	Enseignement -- Réforme -- États-Unis.
	EDUCATION -- Administration -- General.
	EDUCATION -- Organizations & Institutions.
	EDUCATION -- Educational Policy & Reform -- General.
	Educational evaluation
	Educational tests and measurements
	School improvement programs
	United States https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq
Added Author	Hamilton, Laura S.
	Rudnick, Mollie.
	Stecher, Brian M.
Other Form:	Print version: Faxon-Mills, Susannah. New Assessments, Better Instruction? : Designing Assessment Systems to Promote Instructional Improvement. : RAND Corporation, ©2013
ISBN	9780833083012 (electronic bk.)
	0833083015 (electronic bk.)
	9780833081889
	0833081888
Standard No.	AU@ 000061156884
	AU@ 000067615565
	DEBSZ 397644493
	GBVCP 1008659894