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The evidence is missing for high-stakes standardized testing of either intelligence or achievement as a reform tool, a tool for producing higher student achievement. The focus on invalid testing allows us to ignore the well-documented importance of the quality of teaching as a key factor in...
The new teacher testing initiatives present a new opportunity and a new challenge to clarify thinking about the nature of the teaching profession and about the preparation of well-qualified individuals to meet the impending shortage of teachers for the nation’s schools. This article examines...
States and districts are required by the Individuals With Disabilities Education Act Amendments of 1997 (Public Law 105-17) to have students with disabilities participate in state and district assessments and to report on their performance. High-stakes testing is a significant part of...
Teacher educators face a dilemma: How do we prepare preservice teachers to pass new high-stakes certification tests when these tests are often based on philosophical perspectives that run counter to our own beliefs about literacy, learning, and teaching. In this article, the authors offer an...
Standardized tests fail to assess the skills and dispositions that matter most, whereas norm-referenced and multiple-choice tests are particularly inadequate as indicators of student learning or school quality. High-stakes testing, which relies on rewards and punishments to increase scores,...
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