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Informationen zum Autor Thomas R. Guskey, Ph.D., is professor of Educational Psychology at the University of Kentucky. Benjamin Bloom served as his advisor during his years of graduate study at the University of Chicago, as the director of his doctoral dissertation committee, and later as a colleague on several large-scale research projects. Klappentext The implementation of a 'high stakes', performace-based assessment system has resulted in financial rewards being granted to those schools demonstrating improved results, while sanctions have been imposed on schools whose academic performance is poor. Contributors to this book examine the complex issues associated with this system in the state of Kentucky and offer diverse opinion on the topic. Zusammenfassung The implementation of a 'high stakes', performace-based assessment system has resulted in financial rewards being granted to those schools demonstrating improved results, while sanctions have been imposed on schools whose academic performance is poor. Contributors to this book examine the complex issues associated with this system in the state of Kentucky and offer diverse opinion on the topic. Inhaltsverzeichnis Introduction - Thomas R Guskey Development of Kentucky¿s Instructional Results Information System (KIRIS) - Edward Kifer Impact on Curriculum Reform - Peter Winograd and Karen Webb Ensuring Educational Accountability - Scott Trimble A School District¿s Perspective - Ben Oldham Theoretical and Practical Implications - Edward Haertel
