| Audience |
Product Name |
Price |
Add to Cart |
| Print |
Dealing with the Seductive Allure of Data |
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| Arguing that not all test-based data are informative to educators, five attributes of instructionally useful tests are identified. |
| Parents |
Evaluating Schools: Right Task, Wrong Tests |
$33.00 |
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| Schools should be rigorously evaluated, but not the wrong way. This program informs viewers about three reasons that traditional standardized achievement tests do not provide an accurate picture of educator effectiveness. If the test items, for example, are linked to students’ socio-economic status or to their inherited academic aptitudes, then... |
| Everyone |
Evaluating Schools: Right Task, Wrong Tests |
$99.00 |
|
| Schools should be rigorously evaluated, but not the wrong way. This program informs viewers about three reasons that traditional standardized achievement tests do not provide an accurate picture of educator effectiveness. If the test items, for example, are linked to students’ socio-economic status or to their inherited academic aptitudes, then... |
| Teachers |
Evidence of School Quality:How to Collect It! |
$149.00 |
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| Test scores are not the only answer when judging school quality. Three types of evidence are described that can be used as possible measures of school quality. Teacher Talk sessions are provided. |
| Parents |
How to Evaluate Schools |
$33.00 |
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| To fairly evaluate a school, multiple sources of evidence are required. Viewers learn about four sources of evidence that can be used to judge a school’s success: student performances on suitable standards-based tests; student work samples; affective data; and, non-test indicators. When used in concert, these four sources of evidence can give an... |
| Everyone |
How to Evaluate Schools |
$99.00 |
|
| To fairly evaluate a school, multiple sources of evidence are required. Viewers learn about four sources of evidence that can be used to judge a school’s success: student performances on suitable standards-based tests; student work samples; affective data; and, non-test indicators. When used in concert, these four sources of evidence can give an... |
| Print |
Right Task, Wrong Tool: Evaluating Schools with Standardized Tests |
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| After tracing today’s standardized achievement tests to World War I’s Army Alpha, this essay identifies three reasons that such tests should not be used to appraise school quality. |
| Print |
Standardized Achievement Tests: Misnamed and Misleading |
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| In this op/ed essay a position is taken that traditionally constructed standardized achievement tests actually fail to measure what students have achieved, that is, learned, in school and, therefore, ought not be used to evaluate school quality. |
| Print |
Stopping the Mismeasurement of Educational Quality |
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| After decrying the educational harm being caused by inappropriate accountability tests, this essay offers five action-options for educators who wish to alter such an unsavory situation. |
| Print |
The School Reform Evaluator: Appraiser or Improver? |
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| This analysis, presented as part of an international conferences held in the Middle East, stresses the preeminent importance of assessment instruments in any evaluation of school reform. |
