Can Rapid Assessment Moderate the Consequences of High-Stakes Testing
Datos Bibliográficos
| ID | 9728673 |
|---|---|
| Autores | Stuart S Yeh (0000-0001-5111-134X, University of Minnesota, autor de correspondencia) |
| Año | 2006 |
| Volumen | 39 |
| Número | 1 |
| Páginas | 91-112 |
| Fecha de publicación | 2006-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124506291791 |
| OpenAlex | W2026595638 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 28 |
Critics of the No Child Left Behind Act (NCLB) suggest that the effects of state-mandated testing are primarily negative, causing teachers to narrow the curriculum and drill students on tested material. However, the implementation of assessment programs that provide rapid diagnostic information about student progress may allow teachers to prepare students for state-mandated tests while preserving a balanced curriculum. This study investigated teachers’ instructional decision-making processes in a Texas school district that implemented an assessment program that provides rapid feedback to teachers regarding student progress throughout the school year. The study suggests how the implementation of rapid assessment systems can foster balanced instruction and positive use of test results, resulting in positive effects of state-mandated testing on teaching and learning. Funding to implement this type of rapid assessment system may improve the probability that the No Child Left Behind Act will have a positive impact on public education
Accountability · Achievement test · Alternative assessment · Curriculum · Mathematics education · Medical education · No child left behind · Pedagogy · Political science · Standardized test · State (computer science · Test (biology · Computer Science · Educational Assessment and Improvement · Medicine · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
The Discovery of Grounded Theory
Put to the Test
The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning
Effects of Curriculum-Based Measurement and Consultation on Teacher Planning and Student Achievement in Mathematics Operations
Qualitative Analysis for Social Scientists
Qualitative Data Analysis
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 0,08 |
| Intervalo de citas | 2014 - 2014 (1) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |