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| Herman, Joan L. | 3 |
| Baker, Eva L. | 1 |
| Haertel, Edward H. | 1 |
| Linn, Robert L. | 1 |
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| Journal Articles | 2 |
| Reports - Evaluative | 2 |
| Information Analyses | 1 |
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| No Child Left Behind Act 2001 | 1 |
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| National Assessment of… | 1 |
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Download full textHerman, Joan L.; Baker, Eva L.; Linn, Robert L. – Center for Research on Evaluation Standards and Student Testing CRESST, 2004
This focus of this newsletter asserts that if one accepts that accountability systems are intended to serve both symbolic and technical functions, one can ask how well they are operating symbolically to motivate action and how well they are doing in providing adequate technical information to support intended inferences. In this column, it is…
Descriptors: Educational Improvement, Performance Based Assessment, Evaluation Methods, Student Evaluation
Herman, Joan L. – School Administrator, 1998
The time demands of authentic tasks and consistent scoring pose technical and practical challenges. Involving teachers in test development and scoring helps them grasp what is expected, gain familiarity with examples of standards-based practice, and discover new ways to assess their students' work. Costs are considerably higher than for…
Descriptors: Elementary Secondary Education, Evaluation Methods, Performance Based Assessment, Performance Tests
Peer reviewed
Direct linkHaertel, Edward H.; Herman, Joan L. – Yearbook of the National Society for the Study of Education, 2005
In this article, the authors describe various rationales for accountability testing programs over the past century. This history forms the backdrop for current test-driven reforms, including Public Law 107-110, the No Child Left Behind Act of 2001 (NCLB), which was signed into law in January 2002. The goals of the authors are first, to illustrate…
Descriptors: Test Use, Testing Programs, Federal Legislation, Testing
