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Article
Publication date: 26 August 2014

W. James Popham, David C. Berliner, Neal M. Kingston, Susan H. Fuhrman, Steven M. Ladd, Jeffrey Charbonneau and Madhabi Chatterji

Against a backdrop of high-stakes assessment policies in the USA, this paper explores the challenges, promises and the “state of the art” with regard to designing standardized…

2009

Abstract

Purpose

Against a backdrop of high-stakes assessment policies in the USA, this paper explores the challenges, promises and the “state of the art” with regard to designing standardized achievement tests and educational assessment systems that are instructionally useful. Authors deliberate on the consequences of using inappropriately designed tests, and in particular tests that are insensitive to instruction, for teacher and/or school evaluation purposes.

Methodology/approach

The method used is a “moderated policy discussion”. The six invited commentaries represent voices of leading education scholars and measurement experts, juxtaposed against views of a prominent leader and nationally recognized teacher from two American education systems. The discussion is moderated with introductory and concluding remarks from the guest editor, and is excerpted from a recent blog published by Education Week. References and author biographies are presented at the end of the article.

Findings

In the education assessment profession, there is a promising movement toward more research and development on standardized assessment systems that are instructionally sensitive and useful for classroom teaching. However, the distinctions among different types of tests vis-à-vis their purposes are often unclear to policymakers, educators and other test users, leading to test misuses. The authors underscore issues related to validity, ethics and consequences when inappropriately designed tests are used in high-stakes policy contexts, offering recommendations for the design of instructionally sensitive tests and more comprehensive assessment systems that can serve a broader set of educational evaluation needs. As instructionally informative tests are developed and formalized, their psychometric quality and utility in school and teacher evaluation models must also be evaluated.

Originality/value

Featuring perspectives of scholars, measurement experts and educators “on the ground”, this article presents an open and balanced exchange of technical, applied and policy issues surrounding “instructionally sensitive” test design and use, along with other types of assessments needed to create comprehensive educational evaluation systems.

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Book part
Publication date: 29 February 2008

John Gilliom

Educational testing launched under “No Child Left Behind” (NCLB) brings unprecedented levels of surveillance to public education in the U.S. The testing regime is moving American…

Abstract

Educational testing launched under “No Child Left Behind” (NCLB) brings unprecedented levels of surveillance to public education in the U.S. The testing regime is moving American pedagogy away from types of teaching which are either politically disfavored or not easily tested. The impact of NCLB will be strongest in lower-income schools which fare poorly on such tests; these schools can expect to see sanctions, shaming, and a concomitant departure of committed families and teachers. The reshaping of American education wrought by NCLB compels us to reimagine mass surveillance as not primarily a means of watching the world, but as expressions of power capable of effecting significant changes in institutions and behaviors.

Details

Surveillance and Governance: Crime Control and Beyond
Type: Book
ISBN: 978-0-7623-1416-4

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Article
Publication date: 11 April 2016

Kebede Hundie Wordofa

241

Abstract

Details

Performance Measurement and Metrics, vol. 17 no. 1
Type: Research Article
ISSN: 1467-8047

Keywords

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Book part
Publication date: 25 February 2019

Abstract

Details

Essays on Teaching Education and the Inner Drama of Teaching
Type: Book
ISBN: 978-1-78769-732-4

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Book part
Publication date: 29 July 2019

John N. Moye

Abstract

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A Machine Learning, Artificial Intelligence Approach to Institutional Effectiveness in Higher Education
Type: Book
ISBN: 978-1-78973-900-8

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Book part
Publication date: 30 October 2019

Thomas O'Donoghue and Keith Moore

Abstract

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Teacher Preparation in Australia: History, Policy and Future Directions
Type: Book
ISBN: 978-1-78743-772-2

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Article
Publication date: 31 December 2008

Neil Wilson, Michael Ross, Kevin Lafferty and Russell Jones

The concept of utilising greenspace to promote and maintain mental health predates the development of almost all current treatment modalities. Although the use of greenspace as a…

984

Abstract

The concept of utilising greenspace to promote and maintain mental health predates the development of almost all current treatment modalities. Although the use of greenspace as a therapeutic tool decreased throughout the 20th century, research in this area has grown exponentially over the last 20 years. This review examines the theory and increasing evidence base behind the psychological, social and physical health benefits of viewing and interacting with greenspace, and considers some of the common methodological limitations within the literature.Those who use secondary and tertiary care mental health services typically experience secondary problems due to reduced levels of social and physical activity. This review argues that the holistic benefits of greenspace make ecotherapy particularly appropriate for such a population. The review recommends that the effects of ecotherapy on those who use secondary and tertiary mental health care services be explored as part of an effort to redress the absence in the literature of quality studies in this area for this population.

Details

Journal of Public Mental Health, vol. 7 no. 3
Type: Research Article
ISSN: 1746-5729

Keywords

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Book part
Publication date: 21 December 2013

Mitch Daschuk and James Popham

Purpose – The purpose of this chapter is to relate to the reader how overlapping advancements in technology and the diffusion of popular music into the habitus…

Abstract

Purpose – The purpose of this chapter is to relate to the reader how overlapping advancements in technology and the diffusion of popular music into the habitus of listeners have provided the framework for an instrumental rationalization of litigious approaches to copyright protection by their owners. Namely, the personalization of music, which has evolved with the aid of technological advancements, has privatized music consumption, thus establishing socio-legal parameters that limit consumption to an individual action.

Design/methodology/approach – We discuss the concepts of habitus and taste, communality in music ownership, communicative action, and technology-driven consumption as they relate to the instrumental rationalization of industry-led governance structures defining music ownership rights. These arguments are supported in part by a consideration of historic examples of tension and responding legal actions.

Findings – The primary outcome from this chapter is to illustrate the extent to which the recording industry has traditionally held a role in guiding copyright policy. The chapter concludes by illustrating the current legitimation crises encountered by the recording industry and policy makers as consumers abandon traditional ownership paradigms en masse.

Originality/value of chapter – The technologies associated with the Internet and music consumption continue to evolve. This chapter highlights the differing interests in controlling music interests, and casts light on how agency has influenced structural developments central to copyright.

Details

Music and Law
Type: Book
ISBN: 978-1-78350-036-9

Keywords

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Book part
Publication date: 22 June 2021

John N. Moye

Free Access. Free Access

Abstract

Details

The Psychophysics of Learning
Type: Book
ISBN: 978-1-80117-113-7

Available. Content available
Book part
Publication date: 29 July 2019

John N. Moye

Abstract

Details

A Machine Learning, Artificial Intelligence Approach to Institutional Effectiveness in Higher Education
Type: Book
ISBN: 978-1-78973-900-8

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