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Author : United States. Congress. House. Committee on Education and the Workforce
Publisher : Unknown
Page : 120 pages
File Size : 52,6 Mb
Release : 1999
Category : Education
ISBN : PSU:000043015214
Author : Institute of Medicine,Board on the Health of Select Populations,Committee on Psychological Testing, Including Validity Testing, for Social Security Administration Disability Determinations
Publisher : National Academies Press
Page : 246 pages
File Size : 52,8 Mb
Release : 2015-06-29
Category : Medical
ISBN : 9780309370936
The United States Social Security Administration (SSA) administers two disability programs: Social Security Disability Insurance (SSDI), for disabled individuals, and their dependent family members, who have worked and contributed to the Social Security trust funds, and Supplemental Security Income (SSSI), which is a means-tested program based on income and financial assets for adults aged 65 years or older and disabled adults and children. Both programs require that claimants have a disability and meet specific medical criteria in order to qualify for benefits. SSA establishes the presence of a medically-determined impairment in individuals with mental disorders other than intellectual disability through the use of standard diagnostic criteria, which include symptoms and signs. These impairments are established largely on reports of signs and symptoms of impairment and functional limitation. Psychological Testing in the Service of Disability Determination considers the use of psychological tests in evaluating disability claims submitted to the SSA. This report critically reviews selected psychological tests, including symptom validity tests, that could contribute to SSA disability determinations. The report discusses the possible uses of such tests and their contribution to disability determinations. Psychological Testing in the Service of Disability Determination discusses testing norms, qualifications for administration of tests, administration of tests, and reporting results. The recommendations of this report will help SSA improve the consistency and accuracy of disability determination in certain cases.
Author : American Educational Research Association,American Psychological Association,National Council on Measurement in Education,Joint Committee on Standards for Educational and Psychological Testing (U.S.)
Publisher : Unknown
Page : 0 pages
File Size : 46,8 Mb
Release : 2014
Category : Education
ISBN : 0935302352
"Prepared by the Joint Committee on Standards for Educatioanl and Psychological Testing of the American Educational Research Association, American Psychological Association and National Council on Measurement in Education"--T.p. verso.
Author : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards
Publisher : National Academies Press
Page : 94 pages
File Size : 45,7 Mb
Release : 2010-08-28
Category : Education
ISBN : 9780309153812
Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years. During the twentieth century, technical advances, such as machines for automatic scoring and computer-based scoring and reporting, have supported states in a growing reliance on standardized tests for statewide accountability. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. As standards come under new scrutiny, so, too, do the assessments that measure their results. The goal for this workshop, the first of two, was to collect information and perspectives on assessment that could be of use to state officials and others as they review current assessment practices and consider improvements.
Author : Committee on Best Practices for State Assessment Systems Improving Assessment While Revisiting Standards,Board on Testing and Assessment,Division of Behavioral and Social Sciences and Education,National Research Council,Center for Education
Publisher : Unknown
Page : 156 pages
File Size : 44,7 Mb
Release : 2010-12-02
Category : Electronic
ISBN : 0309385261
Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years, and have used the results for many purposes. They have tried minimum competency testing; portfolios; multiple-choice items, brief and extended constructed-response items; and more. They have contended with concerns about student privacy, test content, and equity--and they have responded to calls for tests to answer many kinds of questions about public education and literacy, international comparisons, accountability, and even property values. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. States are now considering whether to adopt the "common core" academic standards, and are also competing for federal dollars from the Department of Education's Race to the Top initiative. Both of these activities are intended to help make educational standards clearer and more concise and to set higher standards for students. As standards come under new scrutiny, so, too, do the assessments that measure their results. This book summarizes two workshops convened to collect information and perspectives on assessment in order to help state officials and others as they review current assessment practices and consider improvements.
Author : National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Title I Testing and Assessment
Publisher : National Academies Press
Page : 137 pages
File Size : 55,7 Mb
Release : 1999-11-06
Category : Education
ISBN : 9780309065344
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Author : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards
Publisher : National Academies Press
Page : 156 pages
File Size : 52,5 Mb
Release : 2011-01-02
Category : Education
ISBN : 9780309161763
Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years, and have used the results for many purposes. They have tried minimum competency testing; portfolios; multiple-choice items, brief and extended constructed-response items; and more. They have contended with concerns about student privacy, test content, and equity-and they have responded to calls for tests to answer many kinds of questions about public education and literacy, international comparisons, accountability, and even property values. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. States are now considering whether to adopt the "common core" academic standards, and are also competing for federal dollars from the Department of Education's Race to the Top initiative. Both of these activities are intended to help make educational standards clearer and more concise and to set higher standards for students. As standards come under new scrutiny, so, too, do the assessments that measure their results. This book summarizes two workshops convened to collect information and perspectives on assessment in order to help state officials and others as they review current assessment practices and consider improvements.
Author : National Council on Education Standards and Testing (U.S.)
Publisher : Department of Education
Page : 156 pages
File Size : 46,9 Mb
Release : 1992
Category : Education
ISBN : UIUC:30112006911975
Recommendations by the National Council on Education Standards and Testing (NCEST) are provided concerning whether national standards and a system of assessments are desirable and feasible and how national standards and a system of assessments are to be developed and implemented. The NCEST found that the absence of explicit national standards keyed to world-class levels of performance severely hampers the ability to monitor the nation's progress toward the six national education goals. Without well-defined and demanding standards, American education has gravitated toward "de facto" national minimum expectations, with curricula focusing on low-level reading and arithmetic skills and on small amounts of factual material in other content areas. Most current assessment methods cannot determine if students are acquiring the skills/knowledge they need to prosper in the future. These assessments reinforce the emphasis on low-level skills and processing bits of data rather than on problem solving and critical thinking. It is concluded that high national education standards and a voluntary linked system of assessments are desirable and feasible mechanisms for raising expectations, revitalizing instruction, and rejuvenating education reform efforts for all American schools and students. The NCEST will work toward local commitment to high national expectation for achievement for all students, and toward developing Federal, state, and local policies that ensure high quality resources (instructional materials and well-prepared teachers). Acknowledgments; authorization for the NCEST; public comments; the six national education goals; and reports of the standards, assessment, implementation, English, mathematics, science, history, and geography task forces of the NCEST are appended. (RLC)
Author : United States. General Accounting Office
Publisher : Unknown
Page : 82 pages
File Size : 41,5 Mb
Release : 1993
Category : Education
ISBN : STANFORD:36105008957990
Author : William A. Firestone,Roberta Y. Schorr,Lora F. Monfils
Publisher : Routledge
Page : 112 pages
File Size : 52,5 Mb
Release : 2004-04-12
Category : Education
ISBN : 9781135624217
Testing is one of the most controversial of all state and federal educational policies. The effects of testing are quite ambiguous. The same test may lead to different consequences in different circumstances, and teachers may use very different strategies to prepare students for tests. Although most experts agree that mandatory testing leads to teaching to the test, they disagree about whether it leads to meaningless drill, wasted time, de-professionalizing teachers, and demotivating students, or to more challenging and thoughtful curricula, more engaging teaching, increased student motivation, and increased accountability. To help sort through this ambiguity and provide a firmer basis for decisions, The Ambiguity of Teaching to the Test: Standards, Assessment, and Educational Reform offers a hard look at the effects of state testing, and thoroughly examines the ambiguity of test preparation and how test preparation practices are influenced by what teachers know and the leadership coming from the school and district. Drawing on data from a three-year study of New Jersey's testing policy in elementary mathematics and science, it helps to explain the variety of ways that teachers modify their teaching in response to state tests, raises important questions, and offers useful guidance on how state policymakers and local and district school administrators can implement policies that will improve educational equity and performance for all students. It also offers an in-depth analysis of classroom practices that should inform teachers and teacher educators whose goal is to meaningfully implement conceptually based teaching practices. This comprehensive look at the statewide variation in testing practice features: *a data-based, non-ideological treatment of how testing affects teachers, in a field characterized by ideologically driven beliefs and by anecdotes; *an extensive and well-integrated combination of qualitative and quantitative data sources that provide a statewide overview, as well as an in-depth analysis of teachers and classrooms; *a careful analysis of the variety of forms of teaching to the test; and *a multilevel exploration of how a variety of personal and leadership factors can influence teaching to the test. This is an important book for researchers, professionals, and students in educational testing, educational policy, educational administration, mathematics and science education, educational reform, and the politics and sociology of education. It will also prove useful for state policymakers, school and district leaders, and teacher educators and curriculum specialists who are making decisions about how to design and respond to new testing systems.
Author : United States. Department of Education. Advisory Committee on Testing in Chapter 1
Publisher : Unknown
Page : 88 pages
File Size : 46,6 Mb
Release : 1993
Category : Children with social disabilities
ISBN : UOM:39015029986430
Author : James H. McMillan
Publisher : SAGE Publications
Page : 577 pages
File Size : 41,5 Mb
Release : 2012-11-02
Category : Education
ISBN : 9781452262055
The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
Author : United States. Federal Election Commission
Publisher : Unknown
Page : 116 pages
File Size : 45,6 Mb
Release : 2002
Category : Voting-machines
ISBN : PURD:32754073715470
Author : Lukasz Gruszczynski,Wouter G. Werner
Publisher : Oxford University Press, USA
Page : 465 pages
File Size : 46,7 Mb
Release : 2014
Category : Law
ISBN : 9780198716945
International courts use two key methodologies to determine the degree of deference granted to states in their implementation of international obligations: the standard of review and margin of appreciation. This book investigates how these doctrines are applied in international courts, analysing where their approaches converge and diverge.
Author : Anonim
Publisher : DIANE Publishing
Page : 174 pages
File Size : 40,7 Mb
Release : 2024-07-01
Category : Electronic
ISBN : 9781428921368