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Informationen zum Autor Dr. Michele Wages is an assistant professor at Southeastern Oklahoma State University teaching emerging literacy, cultural responsiveness and reading courses to elementary education majors. In her 26 year career, she has served as an instructional specialist on title one campuses in the Dallas- Fort Worth area for nine years including a bilingual campus with an 86 percent Hispanic student enrollment and a free and reduced lunch demographic of 96 percent. She has also served as a classroom teacher, reading specialist, language arts facilitator and has provided professional development training for teachers in Texas Klappentext Every public school student in the U.S. will experience various types of testing each year. For decades, the purpose and quality of such testing, the time it takes to administer and take the test and how the data is used are the topic of discussion among students, parents, educators and policymakers. Those supporting the importance of testing assume that more assessment improves student achievement and that the pros of testing outweigh their 'perceptions' of the additional costs. Those against excessive testing, believe that schools are sacrificing learning time in order to test or prepare for the test. They also believe that reduced learning time of non -tested subjects occurs and more time is given to those students that are performing right below the proficiency score or "bubble kids" instead of developing every student's full potential.Testing in U.S. public schools is out of control. The stress and pressures for all involved have effects that are not even measurable in most instances. Is this really the best thing for our schools? Are there alternative measures that may serve our future in a better way?Will the rewrite of NCLB be enough? Zusammenfassung Testing in U.S. public schools is out of control. The stress and pressures for all involved have effects that are not even measurable in most instances. Is this really the best thing for our schools? Are there alternative measures that may serve our future in a better way?Will the rewrite of NCLB be enough? Inhaltsverzeichnis ForewordPreface Introduction Chapter 1: Why Experts Say We Need Standardized Tests Chapter 2: Why Teachers Say We Don't Chapter 3: What's Wrong with Standardized Tests? Chapter 4: So Why Do We Test? Chapter 5: The Other Costs of Standardized Tests Chapter 6: How Does Child Poverty Affect Standardized Testing? Chapter 7: How Does Today's Cultural Diversity Affect Testing?Chapter 8: What Do Standardized Tests Really Reflect? Chapter 9: Are There Benefits to Standardized Testing? Chapter 10: What Are The Alternatives to Standardized Testing?Chapter 11: Will the Reauthorization of the Elementary and Secondary Act Fix the Problems? Conclusion References About the Author...
