Tests, Testing, and Genuine School Reform

Tests, Testing, and Genuine School Reform

Editor: Herbert J. Walberg
ISBN: 978-0-8179-1354-0
Publication Date: 5/21/2011

The pressing need to improve achievement in American schools is widely recognized. In Tests, Testing, and Genuine School Reform, Herbert J. Walberg draws on scientific studies of tests and their uses to inform citizens, educators, and policy makers about well-established principles of testing, current problems, and promising evidence-based solutions. He explains the central considerations in developing and evaluating good tests and tells how tests can best be used, covering such topics as using tests for student incentives, paying teachers for performance, and using tests in efforts to attain new state and national standards.

To minimize mistaken policies and practices, the book also describes testing technology to enable readers to evaluate and make better use of tests. And because valid tests cannot be developed without clear, specific standards, one chapter is devoted to discussing standards and how they should determine the plans and development of tests and testing. In view of the continuing technical and political problems of tests and testing, the last chapter argues that, for accountability, to improve tests and testing, and to prevent fraud, the development, administration, scoring, and reporting test results should be conducted independent of traditional school authorities.

Herbert J. Walberg is a distinguished visiting fellow at the Hoover Institution at Stanford University and a project investigator at the Vanderbilt University National Center on School Choice. Renowned throughout the world for his expertise on education policy and practice, he has written and edited more than sixty-five books and has written some 350 articles on education and exceptional human accomplishments.

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Herbert J. Walberg

Herbert J. Walberg, a distinguished visiting fellow at the Hoover Institution and a member of the Koret Task Force on K-12 Education, is a University Scholar at the University of Illinois at Chicago. His research focuses on educational productivity and human accomplishments.


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