NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED522813
Record Type: Non-Journal
Publication Date: 2011-Aug
Pages: 160
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-0-8077-5248-7
ISSN: N/A
Overtested: How High-Stakes Accountability Fails English Language Learners. Language & Literacy Series
Pandya, Jessica Zacher
Teachers College Press
This timely book explores what is often overlooked in policy debates about the education of English language learners: how the day-to-day dynamics of the classroom are affected by high-stakes testing and the pressures students and teachers experience and internalize as a result. The author presents and analyzes classroom observations, student work, and test scores, as well as interviews with students and teachers. A disturbing picture of today's overtested public school classroom emerges from the events and practices described in this book. While hard to believe, all the depictions presented took place in a real elementary school classroom and reflect the current culture of extreme accountability. "Overtested" not only describes the flaws in our current accountability system, but it also provides real-world solutions that can have an immediate and positive effect at the classroom, state, and national level. Chapters address key debates such as how to measure proficiency, the validity of various language assessment tools, the overuse of assessment, and the risks and benefits of teaching language arts to English language learners via mandated, structured curricula. [Foreword by Robert Rueda.]
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A