Preparing for High-Stakes Testing
Bibliographic Data
| ID | 4254601 |
|---|---|
| Authors | Cengiz Gulek (San Francisco Unified School District, corresponding author) |
| Year | 2003 |
| Volume | 42 |
| Issue | 1 |
| Pages | 42-50 |
| Publication date | 2003-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4201_6 |
| OpenAlex | W2066332328, W4238455836 |
| Language | EN |
| Citations received | 4 |
| References cited | 1 |
The passage of the No Child Left Behind Act has spotlighted testing and accountability in U.S. public schools. This federal statute calls for a dramatic expansion of state-level high-stakes testing. Educators need to prepare students for these tests in ways that do not detract from real learning. In addition, school practitioners must become assessment literate in order to make the maximum use of test results. This article addresses appropriate and inappropriate test preparation practices, as well as some practical aspects for becoming assessment literate
Accountability · Business · Mathematics education · No child left behind · Order (exchange · Pedagogy · Political science · Public relations · Standardized test · State (computer science · Statute · Test (biology · Computer Science · Diverse Educational Innovations Studies · Education Practices and Evaluation · Law · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies
| Citations per year | 0.2 |
|---|---|
| Citation span | 2006 - 2022 (17) |
| Highly cited | No |