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ERIC Number: ED309180
Record Type: Non-Journal
Publication Date: 1987
Pages: 86
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8106-1460-X
ISSN: N/A
What Is the Appropriate Role of Testing in the Teaching Profession? Proceedings of a Cooperative Conference (December 12, 1986).
Anrig, Gregory R.; And Others
Five papers given at a conference on the role of testing in the teaching profession are presented. The conference partners included the American Association of Colleges for Teacher Education, Educational Testing Service, Center for Fair and Open Testing, and National Education Association. The following issues are discussed: appropriate uses of testing within the teaching profession; who should control of the content, construction, and use of teacher tests; translation of public demands for teacher accountability into appropriate and equitable testing policies and procedures; and steps for preventing the misuse of teacher tests. The papers include: (1) "The NEA Perspective on the Role of Testing in the Profession" (Sharon P. Robinson); (2) "Teacher Testing in American Education: Useful But No Shortcut to Excellence" (Gregory R. Anrig); (3) "Testing Teachers: Strategies for Damage Control" (John G. Weiss); (4) "The Appropriate Role of Testing in the Teaching Profession" (Norene F. Daly); and (5) "Highlighting the Critical Issues" (Louis J. Rubin). Conference participants' observations and recommendations and panelists' reactions to the observations and recommendations are provided. Appropriate methods, times, and subjects for testing; the relation of testing to professional preparation and training; testing of minorities; and development and implementation of an agenda to implement testing policy are also discussed. The names and affiliations of the conference participants are listed. (TJH)
National Education Association, Professional Library, P.O. Box 509, West Haven, CT 06516.
Publication Type: Collected Works - Proceedings; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Education Association, Washington, DC.