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oapen-20.500.12657-541692022-04-27T03:04:39Z Meeting the Challenges to Measurement in an Era of Accountability Braun, Henry accountability achievement assessment evaluation evidence-centered design Henry Braun Meeting the Challenges to Measurement in an Era of Accountability measurement non-tested subjects and grades portfolio principled assessment design testing test design bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKD Examinations & assessment bic Book Industry Communication::J Society & social sciences::JM Psychology::JMB Psychological methodology::JMBT Psychological testing & measurement bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology Under pressure and support from the federal government, states have increasingly turned to indicators based on student test scores to evaluate teachers and schools, as well as students themselves. The focus thus far has been on test scores in those subject areas where there is a sequence of consecutive tests, such as in mathematics or English/language arts with a focus on grades 4-8. Teachers in these subject areas, however, constitute less than thirty percent of the teacher workforce in a district. Comparatively little has been written about the measurement of achievement in the other grades and subjects. This volume seeks to remedy this imbalance by focusing on the assessment of student achievement in a broad range of grade levels and subject areas, with particular attention to their use in the evaluation of teachers and schools in all. It addresses traditional end-of-course tests, as well as alternative measures such as portfolios, exhibitions, and student learning objectives. In each case, issues related to design and development, psychometric considerations, and validity challenges are covered from both a generic and a content-specific perspective. The NCME Applications of Educational Measurement and Assessment series includes edited volumes designed to inform research-based applications of educational measurement and assessment. Edited by leading experts, these books are comprehensive and practical resources on the latest developments in the field. The NCME series editorial board is comprised of Michael J. Kolen, Chair; Robert L. Brennan; Wayne Camara; Edward H. Haertel; Suzanne Lane; and Rebecca Zwick. 2022-04-26T08:39:27Z 2022-04-26T08:39:27Z 2016 book ONIX_20220426_9781135040161_3 9781135040161 9780203781302 9780415838610 9780415838603 https://library.oapen.org/handle/20.500.12657/54169 eng application/pdf n/a 9781135040161.pdf http://www.routledge.com Taylor & Francis Routledge 10.4324/9780203781302 10.4324/9780203781302 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 9781135040161 9780203781302 9780415838610 9780415838603 Routledge 436 open access
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Under pressure and support from the federal government, states have increasingly turned to indicators based on student test scores to evaluate teachers and schools, as well as students themselves. The focus thus far has been on test scores in those subject areas where there is a sequence of consecutive tests, such as in mathematics or English/language arts with a focus on grades 4-8. Teachers in these subject areas, however, constitute less than thirty percent of the teacher workforce in a district. Comparatively little has been written about the measurement of achievement in the other grades and subjects. This volume seeks to remedy this imbalance by focusing on the assessment of student achievement in a broad range of grade levels and subject areas, with particular attention to their use in the evaluation of teachers and schools in all. It addresses traditional end-of-course tests, as well as alternative measures such as portfolios, exhibitions, and student learning objectives. In each case, issues related to design and development, psychometric considerations, and validity challenges are covered from both a generic and a content-specific perspective. The NCME Applications of Educational Measurement and Assessment series includes edited volumes designed to inform research-based applications of educational measurement and assessment. Edited by leading experts, these books are comprehensive and practical resources on the latest developments in the field. The NCME series editorial board is comprised of Michael J. Kolen, Chair; Robert L. Brennan; Wayne Camara; Edward H. Haertel; Suzanne Lane; and Rebecca Zwick.
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