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ERIC Number: ED251508
Record Type: Non-Journal
Publication Date: 1984-Nov
Pages: 193
Abstractor: N/A
Reference Count: N/A
Testing and Assessment in American Public Schools: Current Practices and Directions for Improvement. Research into Practice [Project], Test Use Monograph.
Herman, Joan; Dorr-Bremme, Donald W.
The Center for the Study of Evaluation (CSE) undertook a three-year study to provide educational policy makers with basic, new information on classroom achievement testing across the United States. Conducted from 1979 through 1983, CSE's research investigated a wide range of types of formal assessment measures as well as some less formal means for gauging student progress and achievement, such as teachers' observations of and interactions with learners. Teachers and principals at both elementary and secondary grade levels served as primary subjects for the nationwide survey, which was preceded by an extensive literature review and exploratory fieldwork in three school districts and followed by case study inquiry. The results from this research were used to specifically address three sets of policy issues: (1) equity in testing; (2) teacher preparation and local test quality; and (3) ways of integrating, aligning, or rationalizing assessment to address the needs of policy makers. The study methods and results are discussed, and the final chapter demonstrates some ways in which district administrators can act to link testing and instructional decision making. (BW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.