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Test Policy and Test Performance: Education, Language, and Culture

  • Book
  • © 1989

Overview

Editors:
  1. Bernard R. Gifford

    1. Graduate School of Education, University of California, Berkeley, USA

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Part of the book series: Evaluation in Education and Human Services (EEHS, volume 23)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xii
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  2. Tests as Tools of Educational Policy: Theory, Attribution, and Belief

    1. Front Matter

      Pages 1-1
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    2. Mandated Tests: Educational Reform or Quality Indicator?

      • Eva L. Baker
      Pages 3-23

    3. Student Achievement Tests as Tools of Educational Policy: Practices and Consequences

      • Edward Haertel
      Pages 25-50

    4. Making Sense of School Testing

      • Walter M. Haney
      Pages 51-62

    5. The Irish Study Revisited

      • George F. Madaus
      Pages 63-89

  3. Tests in Educational Decision Making: Psychometric and Political Boundary Conditions

    1. Front Matter

      Pages 91-91
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    2. Using Test Scores for Decision Making

      • William A. Mehrens
      Pages 93-113

    3. If Not Tests, Then What?

      • Christopher Jencks
      Pages 115-121

    4. Advice to the Commission

      • George Hanford
      Pages 123-126

  5. Back Matter

    Pages 297-306
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Keywords

About this book

Bernard R. Gifford In the United States, the standardized test has become one of the major sources of information for reducing uncertainty in the determination of individual merit and in the allocation of merit-based educational, training, and employment opportunities. Most major institutions of higher education require applicants to supplement their records of academic achievements with scores on standardized tests. Similarly, in the workplace, as a condition of employment or assignment to training programs, more and more employers are requiring prospective employees to sit for standardized tests. In short, with increasing frequency and intensity, individual members of the political economy are required to transmit to the opportunity marketplace scores on standardized examinations that purport to be objective measures of their abilities, talents, and potential. In many instances, these test scores are the only signals about their skills that job applicants are permitted to send to prospective employers. THE NATIONAL COMMISSION ON TESTING AND PUBLIC POLICY In view of the importance of these issues to our current national agenda, it was proposed that the Human Rights and Governance and the Education and Culture Programs of the Ford Foundation support the establishment of a ''blue ribbon" National Commission on Testing and Public Policy to investigate some of the major problems, as well as the untapped opportunities, created by recent trends in the use of standardized tests, particularly in the workplace and in schools.

Editors and Affiliations

  • Graduate School of Education, University of California, Berkeley, USA

    Bernard R. Gifford

Bibliographic Information

  • Book Title: Test Policy and Test Performance: Education, Language, and Culture

  • Editors: Bernard R. Gifford

  • Series Title: Evaluation in Education and Human Services

  • DOI: https://doi.org/10.1007/978-94-009-2500-7

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Kluwer Academic Publishers 1989

  • Hardcover ISBN: 978-0-7923-9014-5Published: 31 May 1989

  • Softcover ISBN: 978-94-010-7628-9Published: 14 December 2011

  • eBook ISBN: 978-94-009-2500-7Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: XII, 306

  • Topics: Assessment, Testing and Evaluation, Economic Policy

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