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Synopsis
This booklet, drawing from evidence-based research, examines the results of international studies focused on assessment usage and teacher collaboration. The authors discuss ways to explore validity, reliability, and comparability. They also look at what educators are already doing in their classrooms and help them develop effective teaching methods into more rigorous instruction.
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Raising the standards of learning that are achieved through schooling is an important national priority. In recent years, governments throughout the world have been more and more vigorous in making changes in pursuit of this aim. National, state, and district standards; target setting; enhanced programs for the external testing of students' performance; surveys such as NAEP (National Assessment of Educational Progress) and TIMSS (Third International Mathematics and Science Study); initiatives to improve school planning and management; and more frequent and thorough inspection are all means toward the same end. But the sum of all these reforms has not added up to an effective policy because something is missing.
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