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180730 r ||| eng |
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|a 9780833081889
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|a 0833081888
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4 |
|a LB2822.82
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|a Faxon-Mills, Susannah
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|a New assessments, better instruction?
|h Elektronische Ressource
|b designing assessment systems to promote instructional improvement
|c Susannah Faxon-Mills, Laura S. Hamilton, Mollie Rudnick, Brian M. Stecher
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| 260 |
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|a Santa Monica
|b RAND Corporation
|c 2013, 2013
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| 300 |
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|a xi, 50 pages
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|a Focus on Test-Taking StrategiesChanges in Instructional Strategies; Changes in Classroom Assessment Practices; Changes in Teachers' Interactions with Students; Using Test Results to Individualize Instruction; Focus on "Bubble Kids"; 4. Conditions That Influence Educators' Responses to Assessment; Attributes of the Tests and Testing Programs; Purpose and Use of Test; Quality of the Assessment; Testing Format; Accountability Context; Nature of Consequences; Accountability Metrics and Decision Rules; Educator Background, Beliefs, and Knowledge; Domain Knowledge; Teacher Beliefs
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| 505 |
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|a Familiarity with AssessmentEndorsement of Assessment; School and Student Characteristics; School Characteristics; Aggregate Student Performance; Policy and Practice; Use of Time; Professional Development; Collaboration; Curriculum; 5. Conclusions; Conditions Relating to the Tests and the Testing Programs; Conditions Relating to Educator Capacity and Beliefs; Conditions Relating to the Accountability Context; Conditions Relating to District/School Policy; Summary; References
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|a Cover; Copyright; Preface; Contents; Figure; Tables; Summary; Acknowledgments; Abbreviations; 1. Introduction; 2. Methods; Framework; Curriculum Standards; Assessment; Accountability; District/School Policy; Educator Background, Beliefs, and Knowledge; School Characteristics; Instructional Practices; Limitations; 3. How Educators Respond to Assessment; Changes in Curriculum Content and Emphasis; Changes in the Sequence of Topics; Reallocation of Content Across and Within Subjects; Focus on Basic Skills and Facts; Focus on Higher Skills and Cognitive Levels; Changes in Instructional Activities
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|a Includes bibliographical references (pages 39-50)
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|a United States / fast
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|a Educational tests and measurements / United States
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|a EDUCATION / Administration / General
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|a EDUCATION / Educational Policy & Reform / General
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| 653 |
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|a EDUCATION / Organizations & Institutions
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| 700 |
1 |
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|a Hamilton, Laura S.
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| 700 |
1 |
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|a Rudnick, Mollie
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| 700 |
1 |
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|a Stecher, Brian M.
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b ZDB-39-JOA
|a JSTOR Open Access Books
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| 500 |
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|a "Sponsored by the William and Flora Hewlett Foundation."
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| 776 |
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|z 9780833083012
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|z 0833083015
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| 856 |
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|u https://www.jstor.org/stable/10.7249/j.ctt5hhtkh
|x Verlag
|3 Volltext
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|a 371
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| 520 |
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|a This report reviews the literature on how assessment affects teaching practice and the conditions that moderate that relationship. The authors identify a wide variety of effects that testing might have on teachers' activities in the classroom and a number of conditions that affect the impact that assessment may have on practice
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