Descriptor
| Academic Achievement | 3 |
| Accountability | 3 |
| Educational Testing | 3 |
| Elementary Secondary Education | 3 |
| Evaluation | 3 |
| Evaluation Methods | 3 |
| Instructional Improvement | 3 |
| Standards | 3 |
| Student Evaluation | 3 |
| Test Use | 3 |
| Testing | 3 |
| More ▼ | |
Source
| Educational Leadership | 3 |
Publication Type
| Journal Articles | 3 |
| Opinion Papers | 3 |
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Peer reviewedGandal, Matthew; McGiffert, Laura – Educational Leadership, 2003
Relates why educators should embrace tests as tools for transforming teaching and learning. States that rigorous and meaningful testing can help ensure the academic achievement of all students. Further, useful education assessments must make clear what they measure, and they must measure what educators value most. (Contains six references.) (WFA)
Descriptors: Academic Achievement, Accountability, Course Evaluation, Educational Testing
Peer reviewedNeill, Monty – Educational Leadership, 2003
Asserts that educators should reject test-based reform and focus instead on assessment practices that encourage higher level learning. Simply demanding higher scores, even with rewards and sanctions attached, is ineffective. Academic success comes not by teaching to standardized tests but by teaching for deeper, important meaning. (Contains 22…
Descriptors: Academic Achievement, Accountability, Achievement Gains, Educational Testing
Peer reviewedPopham, W. James – Educational Leadership, 2003
Discusses which kinds of data educators should respect and which they should reject. Asserts that most state accountability tests fail to produce the kinds of data that will improve teaching and learning. Teachers can get the data they need from their own instructionally useful classroom assessments. (WFA)
Descriptors: Academic Achievement, Accountability, Data Analysis, Data Collection
