- Author:National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Incentives and Test-Based Accountability in Public Education,Stuart W. Elliott,Michael Hout
- Publisher:National Academies Press (November 18, 2011)
- Pages:130 pages
- Subcategory:Schools & Teaching
- FB2 format1571 kb
- ePUB format1942 kb
- DJVU format1998 kb
- Formats:azw lrf lrf mobi
Division of Behavioral and Social Sciences and Education
Washington, DC: The National Academies Press. Division of Behavioral and Social Sciences and Education. This project originated in the Board on Testing and Assessment (BOTA) in 2002 as the No Child Left Behind (NCLB) Act of 2001 was in its early stages of implementation. The initial discussions were sparked by the different perspectives on the use of test-based incentives by the board members, whose expertise included a wide range of disciplines.
19 Racial Justice and Standardized Educational Testing, (downloaded May 2014), citing Advancement Project, et al.
Charter Schools against the Odds : An Assessment of the Koret Task Force on K-12 Education. by: Hill, Paul T. Published: (2006)
Charter Schools against the Odds : An Assessment of the Koret Task Force on K-12 Education. Published: (2006). by: McDermott, Kathryn A. Published: (2011).
by Michael Hout, Stuart W. Elliott. Published 2011 by National Academies Press in Washington, .
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of. .
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"-the unique student.
If you did not find the book or it was closed, try to find it on the site: GO. Exact matches.
In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better.
Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted.
For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.