Description
Book SynopsisThis text addresses the problem of the overuse of standardized testing. It argues that so-called test-based reform has given rise to the "cram curriculum" and turned schools into test-prep centres. Overlooked are teachers, who observe students, and are the primary source of information on learning.
Trade ReviewIf more politicians were to read this book and to understand that the misuse of standardized testing is gravely endangering the quality of education in the U.S., we might yet bring the assessment of educational outcomes to the level where it belongs: the local schools...This book is recommended for all with a stake in the education of children...Essential. * CHOICE *
An unintended use of 70 year-old psychometric sorting technology has become the focus and unstated purpose of most American schools. George Elford offers a thoughtful alternative based on standardized teacher judgment and instructional management systems. With a similar approach, the award winning Chugach School District in Alaska, and a dozen districts adapting their model, have demonstrated that we can build systems of schools that work for all students. -- Tom Vander Ark, Executive Director, Education, Bill and Melinda Gates Foundation and former public school superintendent
Table of ContentsPart 1 Foreword Part 2 Preface Part 3 Introduction: The Basic Argument Chapter 4 1 What Counts in Accountability? Chapter 5 2 The Reliance on Standardized, Special Event Testing Chapter 6 3 The Rap Against Standardized testing Chapter 7 4 Standardized Means Interpretable Chapter 8 5 Which Come First, the Test or the Curriculum? Chapter 9 6 Hyping Student Performance Via the Cram Curriculum Chapter 10 7 What ever Happened to the Scholastic Aptitude Test? Chapter 11 8 Avoiding the Information Age: The Road Not Considered Chapter 12 9 National Attention to Content and Performance Standards Chapter 13 10 Teacher Know Best: Standardizing Teacher Judgment Chapter 14 11 Envisioning an Instructional Management Information System Chapter 15 12 How an Instructional Management Information System Would Work Chapter 16 13 Providing a Truly "Public" Education via the Internet Chapter 17 14 Rubrics and Grades: Getting Around the Curve Chapter 18 15 A New Credential: Certified Instructional Manager Chapter 19 16 By-Product I: New Information for College Admissions Chapter 20 17 By-Product II: Making Academics Count in the Workplace Chapter 21 18 A 21st Century Federal Initiative in Education Part 22 Epilogue Part 23 Index Part 24 About the Author
