Essentials of standardized achievement testing : validity and accountability /
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| Author / Creator: | Haladyna, Thomas M. |
|---|---|
| Imprint: | Boston : Allyn and Bacon, c2002. |
| Description: | xi, 228 p. : ill. ; 24 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/4618555 |
Table of Contents:
- Preface
- Part 1. Foundations for Standardized Testing
- 1. A Model for Student Learning
- What Are the Desired Outcomes of Education?
- Cognitive Outcomes of Schooling
- Affective Outcomes of Schooling
- What Factors Outside of Schools Influence These Outcomes?
- What Factors Inside Schools Influence These Outcomes?
- Using Your Model Effectively in Teaching
- Summary
- 2. Basic Concepts and Principles of Standardized Achievement Testing
- Common Terms: Definitions and Examples
- Three Types of Test Score Interpretations
- The Unit of Analysis for Interpreting Test Scores
- What Statistics Do You Need to Know to Interpret Standardized Achievement Test Scores?
- More about Norm-Referenced Test Score Interpretations
- Reliability
- Correlation
- Bias in Testing
- Standard Setting
- What Are Technical Standards and Why Are They Important?
- Summary
- 3. Validity
- What Is the Meaning of an Achievement Test Score?
- What Are Some Common Uses of Test Scores?
- What Is Validity and What Has It to Do with Interpretations and Uses of Standardized Achievement Test Scores?
- High-Stakes Test Score Uses
- Low-Stakes Test Score Uses
- Threats to Valid Interpretation
- What Are Intended and Unintended Consequences of Interpretations and Uses?
- Summary
- Part 2. Standardized Testing
- 4. Intelligence and Intelligence Testing
- Section 1. What Is Intelligence?
- Section 2. Uses of Intelligence and Special Ability Tests
- Summary
- 5. Standardized Achievement Testing
- Defining Student Achievement
- Brief History of Achievement Testing
- Remembering the Main Purpose of Achievement Tests
- Types of Achievement Tests and Their Intended Uses
- Evaluating Standardized Achievement Tests
- Summary
- 6. High-Stakes Testing for High School Graduation and Professional Certification and Licensing
- Elementary School Monitoring and Promotion and High School Certification and Graduation Testing
- Professional Certification and Certification Testing
- Licensure and Licensing Testing
- Teacher Certification and Licensure Testing
- The Future of High-Stakes Testing
- Summary
- Part 3. Issues in Standardized Achievement Testing
- 7. The Pollution of Test Score Interpretations and Uses
- What Is Test Score Pollution?
- Two Factors Contributing to Test Score Pollution
- Instructional Environment as a Source of Test Score Pollution
- Unethical Test Preparation as a Source of Test Score Pollution
- Test Administration as a Source of Test Score Pollution
- Cheating as a Source of Test Score Pollution
- Test Anxiety and Motivation as Sources of Test Score Pollution
- Students with Disabilities, with Limited English Proficiency, and Living in Poverty as Sources of Test Score Pollution
- Scoring Errors as a Source of Test Score Pollution
- Contextualized Reporting
- What Can Teachers Do about Test Score Pollution?
- Summary
- 8. Consequences of Standardized Achievement Testing
- Politics and Standardized Achievement Testing
- Consequences of High-Stakes Testing and Test-Based Accountability
- Effects of Standardized Achievement Testing on Students
- Effects of Standardized Achievement Testing on Classrooms and Schools
- Effects of Standardized Achievement Testing on Teachers
- The Public and Backlash to Test-Based Accountability
- Summary
- 9. Standardized Achievement Testing of Students at Risk
- What Is Known about Students at Risk?
- The Unique Problem of Teaching and Testing Native American and Native Alaskan Students
- Students with Disabilities
- Students Living in Poverty
- Students with Limited English Proficiency (LEP)
- Interpreting and Reporting Scores of Students from At-Risk Populations
- Summary
- 10. How Can Standardized Achievement Test Results Help Students Learn?
- Why Do We Have Standardized Achievement Test Scores?
- What Context Do We Have for Interpreting and Using Standardized Achievement Tests?
- How Can We Make Student Assessment Work?
- How Do We Assess the Validity of Interpretations and Uses of Test Scores?
- How Should We Sensibly and Ethically Prepare Students for These Tests?
- How Do We Lower Test Anxiety?
- What about Test-Based Accountability and High-Stakes Testing?
- A Final Note on Educational Reform and Achievement Testing
- Summary
- Epilogue
- References
- Author Index
- Subject Index
