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Thursday, June 5

Monday, November 12

  1. page Introduction and Background on High Stakes Standardized Testing edited Introduction and Background on High Stakes Standardized Testing Readings/Resources: Au, W. (2…

    Introduction and Background on High Stakes Standardized Testing
    Readings/Resources:
    Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality. New York: Routledge.
    (view changes)
    9:36 pm
  2. 9:34 pm
  3. page The Impact of Standardized Testing What Teachers Teach and Don't Teach edited The Impact of Standardized Testing What Teachers Teach and Don't Teach Readings/Resources: Au,…

    The Impact of Standardized Testing What Teachers Teach and Don't Teach
    Readings/Resources:
    Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality. New York: Routledge.
    Barksdale-Ladd, M.A. & Thomas, K. (2000). What’s at stake in high-stakes testing: Teachers and parents speak out. Journal of Teacher Education, 51(5), 384-397.
    Hursh, D. (2007). Exacerbating inequality: the failed promise of the No Child Left Behind Act. Race Ethnicity and Education, 10(3), 295–308.
    Menken, K. (2006). Teaching to the test: How No Child Left Behind impacts language policy, curriculum, and instruction for English Language Learners. Bilingual Research Journal, 30(2), 521–546.
    Murnane, R.J. & Papay, J.P. (2010). Teachers’ views on No Child Left Behind: Support for the principles, concerns about the practices, Journal of Economic Perspectives (24)3, 151–166.
    CREATE. Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-full.pdf}
    En español
    {create brief_01_09_spanish.pdf}
    CREATE: HIGHLIGHTS of Research Brief #1: Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-1page.pdf}
    En español
    {Testing_Spanish__1page_02.pdf}
    Pedulla, JJ.et al. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. National Board on Education Testing and Public Policy. Boston College: Boston.
    Spohn, C. (2008). Teacher perspectives on No Child Left Behind and arts education: A case study. Arts Education Policy Review, 109(4), 3-11.
    Wood, G. (2004). A view from the field: NCLB’s effects on classrooms and schools. In D. Meier (Ed.), Many children left behind: How the No Child Left Behind Act is damaging our children and our schools (pp. 33-52). Boston, MA: Beacon Press.

    (view changes)
    9:32 pm
  4. page home edited ... Alternative Conceptions of Achievement Parent Resistance and Resources The Impact of Standa…
    ...
    Alternative Conceptions of Achievement
    Parent Resistance and Resources
    The Impact of Standardized Testing What Teachers Teach and Don't Teach
    Readings/Resources:
    Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality. New York: Routledge.
    Barksdale-Ladd, M.A. & Thomas, K. (2000). What’s at stake in high-stakes testing: Teachers and parents speak out. Journal of Teacher Education, 51(5), 384-397.
    Hursh, D. (2007). Exacerbating inequality: the failed promise of the No Child Left Behind Act. Race Ethnicity and Education, 10(3), 295–308.
    Menken, K. (2006). Teaching to the test: How No Child Left Behind impacts language policy, curriculum, and instruction for English Language Learners. Bilingual Research Journal, 30(2), 521–546.
    Murnane, R.J. & Papay, J.P. (2010). Teachers’ views on No Child Left Behind: Support for the principles, concerns about the practices, Journal of Economic Perspectives (24)3, 151–166.
    CREATE. Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-full.pdf}
    En español
    {create brief_01_09_spanish.pdf}
    CREATE: HIGHLIGHTS of Research Brief #1: Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-1page.pdf}
    En español
    {Testing_Spanish__1page_02.pdf}
    Pedulla, JJ.et al. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. National Board on Education Testing and Public Policy. Boston College: Boston.
    Spohn, C. (2008). Teacher perspectives on No Child Left Behind and arts education: A case study. Arts Education Policy Review, 109(4), 3-11.
    Wood, G. (2004). A view from the field: NCLB’s effects on classrooms and schools. In D. Meier (Ed.), Many children left behind: How the No Child Left Behind Act is damaging our children and our schools (pp. 33-52). Boston, MA: Beacon Press.

    Standardized Testing and Equity (Issues of race, class, gender, sexuality, langauge and ability)
    Readings/Resources:
    (view changes)
    9:32 pm
  5. page Measurement and (In)Accuracy in Standardized Testing and Value Added Measures edited Measurement and (In)Accuracy in Standardized Testing and Value Added Measures Readings/Resource…

    Measurement and (In)Accuracy in Standardized Testing and Value Added Measures
    Readings/Resources:
    CREATE. Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-full.pdf}
    En español
    {create brief_01_09_spanish.pdf}
    CREATE: HIGHLIGHTS of Research Brief #1: Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-1page.pdf}
    En español
    {Testing_Spanish__1page_02.pdf}
    Rothstein, J. (2009). Student sorting and bias in value-added estimation: Selection on observables and unobservables. Education Finance and Policy, 4(4), 537-571).
    {Rothstein EFP.pdf}
    Amrein-Beardsley, A. (2008). Methodological concerns about the education value-added assessment system. Educational Researcher, 37(2), 65-75.
    {Amrein-Beardsley ER.pdf}
    Braun, H., Chudowsky, N., & Koenig, J. (Eds). (2010). Getting Value Out of Value-Added: Report of a Workshop. National Research Council and National Academy of Education. The National Academies Press: Washington, D.C.
    Description: Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered--at a time when there is strong interest in implementing value-added models in a variety of settings.

    (view changes)
    9:30 pm
  6. page home edited ... Alternative Conceptions of Achievement Parent Resistance and Resources Measurement and (In)…
    ...
    Alternative Conceptions of Achievement
    Parent Resistance and Resources
    Measurement and (In)Accuracy in Standardized Testing and Value Added Measures
    Readings/Resources:
    CREATE. Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-full.pdf}
    En español
    {create brief_01_09_spanish.pdf}
    CREATE: HIGHLIGHTS of Research Brief #1: Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-1page.pdf}
    En español
    {Testing_Spanish__1page_02.pdf}
    Rothstein, J. (2009). Student sorting and bias in value-added estimation: Selection on observables and unobservables. Education Finance and Policy, 4(4), 537-571).
    {Rothstein EFP.pdf}
    Amrein-Beardsley, A. (2008). Methodological concerns about the education value-added assessment system. Educational Researcher, 37(2), 65-75.
    {Amrein-Beardsley ER.pdf}
    Braun, H., Chudowsky, N., & Koenig, J. (Eds). (2010). Getting Value Out of Value-Added: Report of a Workshop. National Research Council and National Academy of Education. The National Academies Press: Washington, D.C.
    Description: Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered--at a time when there is strong interest in implementing value-added models in a variety of settings.

    The Impact of Standardized Testing What Teachers Teach and Don't Teach
    Readings/Resources:
    (view changes)
    9:30 pm
  7. page Introduction and Background on High Stakes Standardized Testing edited Introduction and Background on High Stakes Standardized Testing Readings/Resources: Au, W. (20…

    Introduction and Background on High Stakes Standardized Testing
    Readings/Resources:
    Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality. New York: Routledge.
    Popham, W.J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA: ASCD.
    CREATE. Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-full.pdf}
    En español
    {create brief_01_09_spanish.pdf}
    CREATE: HIGHLIGHTS of Research Brief #1: Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-1page.pdf}
    En español
    {Testing_Spanish__1page_02.pdf}

    (view changes)
    9:28 pm
  8. page home edited Working Group 9: Critical issues of Standardized Testing Initiated by: Arlo Kempf and Peter Mc…

    Working Group 9: Critical issues of Standardized Testing
    Initiated by: Arlo Kempf and Peter McLaren
    ...
    Alternative Conceptions of Achievement
    Parent Resistance and Resources
    Introduction and Background on High Stakes Standardized Testing
    Readings/Resources:
    Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality. New York: Routledge.
    Popham, W.J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA: ASCD.
    CREATE. Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-full.pdf}
    En español
    {create brief_01_09_spanish.pdf}
    CREATE: HIGHLIGHTS of Research Brief #1: Testing Today in Context: History, Impact, and Alternatives
    Full PDF:
    {CReATE-Testing-1page.pdf}
    En español
    {Testing_Spanish__1page_02.pdf}

    Measurement and (In)Accuracy in Standardized Testing and Value Added Measures
    Readings/Resources:
    (view changes)
    9:27 pm

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