The Truth About Testing: An Educator's Call to Action

Popham, W James

ISBN 10: 0871205238 / ISBN 13: 9780871205230

Published by ASCD (edition Edition Unstated), 2001

About this Item

The item might be beaten up but readable. May contain markings or highlighting, as well as stains, bent corners, or any other major defect, but the text is not obscured in any way.

Seller Inventory # 0871205238-7-1

Bibliographic Details

• Title: The Truth About Testing: An Educator's Call to Action
• Publisher: ASCD (edition Edition Unstated)
• Publication Date: 2001
• Language: English
• ISBN 10: 0871205238
• ISBN 13: 9780871205230
• Binding: Paperback
• Edition: Edition Unstated.
• Condition: Fair

About this title

Synopsis

With public and political demand for educational accountability never higher, educators are under enormous pressure to raise students' scores on standardized achievement tests. Policymakers are backing large-scale, high-stakes testing programs as the best way to determine which schools are failing and which schools are succeeding, and the only way to ensure the quality of students' schooling.

Nonsense, says distinguished educator and author W. James Popham.

In The Truth About Testing: An Educator's Call to Action, Popham explores both the absurdity and the serious destructive consequences of today's testing programs. He uses actual items drawn from current standardized achievement tests to show what these tests really measure and why they should never be used to evaluate school quality or teacher ability.

But, Popham insists, there's a way out of this measurement mess. And it's up to educators to take the first steps. Throughout this commonsense and conversational resource, the author appeals to educators to build their own assessment literacy, spread the word about harmful testing, and reexamine how they use test data in the classroom. He provides

• Advice for distinguishing between sound and unsound large-scale tests.
• Guidelines to help teachers maximize the instructional benefits properly constructed classroom tests can bring.
• Evidence-gathering strategies for teachers and administrators trying to survive and thrive in an accountability-driven environment.

The book closes with a series of action items for educators interested in ending the score-boosting game, halting the erosion of educational quality, and establishing the kind of testing that can improve student learning.