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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.

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.
Subject Educational evaluation -- United States.
Educational tests and measurements -- United States.
School improvement programs -- United States.
EDUCATION -- Administration -- General.
EDUCATION -- Organizations & Institutions.
EDUCATION -- Educational Policy & Reform -- General.
Educational evaluation. (OCoLC)fst00903437
Educational tests and measurements. (OCoLC)fst00903660
School improvement programs. (OCoLC)fst01107461
United States. (OCoLC)fst01204155
Genre/Form Electronic books.
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

 
    
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