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ERIC Number: ED524476
Record Type: Non-Journal
Publication Date: 2011-May-21
Pages: 0
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-8179-1354-0
Tests, Testing, and Genuine School Reform
Walberg, Herbert J., Ed.
Hoover Institution Press
The pressing need to improve achievement in American schools is widely recognized. In "Tests, Testing, and Genuine School Reform," Herbert J. Walberg draws on scientific studies of tests and their uses to inform citizens, educators, and policy makers about well-established principles of testing, current problems, and promising evidence-based solutions. He explains the central considerations in developing and evaluating good tests and tells how tests can best be used, covering such topics as using tests for student incentives, paying teachers for performance, and using tests in efforts to attain new state and national standards. To minimize mistaken policies and practices, the book also describes testing technology to enable readers to evaluate and make better use of tests. And because valid tests cannot be developed without clear, specific standards, one chapter is devoted to discussing standards and how they should determine the plans and development of tests and testing. In view of the continuing technical and political problems of tests and testing, the last chapter argues that, for accountability, to improve tests and testing, and to prevent fraud, the development, administration, scoring, and reporting test results should be conducted independent of traditional school authorities. [Additional support for this research was provided by the Edmund and Jeannik Littlefield Foundation, The Bernard Lee Schwartz Foundation, Inc., and the Taube Foundation.]
Hoover Institution Press. 434 Galvez Stanford University, Stanford, CA 94305. Tel: 800-935-2882; Tel: 650-723-3373; Fax: 650-723-8626; e-mail:; Web site:
Publication Type: Books; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Teachers; Policymakers
Language: English
Sponsor: Lynde and Harry Bradley Foundation; Koret Foundation
Authoring Institution: Stanford University, Hoover Institution