MARC Record from marc_nuls

LEADER: 05302cam 22003374a 4500
001 9921639860001661
005 20150423135513.0
008 010917s2002 maua b 001 0 eng
010 $a 2001053282
020 $a0205326919
035 $a(CSdNU)u102411-01national_inst
035 $a(OCoLC)48003344
035 $a(OCoLC)48003344
035 $a(Sirsi) 01-AAM-8737
040 $aDLC$cDLC$dC#P$dOrPss
042 $apcc
043 $an-us---
049 $aCNUM
050 00 $aLB3060.7$b.H35 2002
100 1 $aHaladyna, Thomas M.
245 10 $aEssentials of standardized achievement testing :$bvalidity and accountability /$cThomas M. Haladyna.
260 $aBoston :$bAllyn and Bacon,$cc2002.
300 $axi, 228 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 211-221) and indexes.
505 0 $aFoundations for Standardized Testing -- 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 -- 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? -- 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? -- Standardized Testing -- Intelligence and Intelligence Testing -- What Is Intelligence? -- Uses of Intelligence and Special Ability Tests -- 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 -- 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 -- Issues in Standardized Achievement Testing -- 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? -- 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 -- 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 -- 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.
650 0 $aEducational tests and measurements$xValidity$zUnited States.
650 0 $aExaminations$xScoring.
650 0 $aEducational accountability$zUnited States.
948 $a04/08/2002$b05/02/2002
982 $aLB3060.7$a.H35$a2002
999 $aLB 3060.7 .H35 2002$wLC$c2$i31786102077481$d5/28/2011$e4/11/2011 $lCIRCSTACKS$mNULS$n3$rY$sY$tBOOK$u10/27/2006