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| Preface | |
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| Foundations for Standardized Testing | |
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| A Model for Student Learning | |
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| What Are the Desired Outcomes of Education? | |
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| Cognitive Outcomes of Schooling | |
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| Affective Outcomes of Schooling | |
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| What Factors Outside of Schools Influence These Outcomes? | |
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| What Factors Inside Schools Influence These Outcomes? | |
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| Using Your Model Effectively in Teaching | |
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| Summary | |
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| Basic Concepts and Principles of Standardized Achievement Testing | |
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| Common Terms: Definitions and Examples | |
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| Three Types of Test Score Interpretations | |
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| The Unit of Analysis for Interpreting Test Scores | |
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| What Statistics Do You Need to Know to Interpret Standardized Achievement Test Scores? | |
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| More about Norm-Referenced Test Score Interpretations | |
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| Reliability | |
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| Correlation | |
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| Bias in Testing | |
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| Standard Setting | |
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| What Are Technical Standards and Why Are They Important? | |
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| Summary | |
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| Validity | |
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| What Is the Meaning of an Achievement Test Score? | |
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| What Are Some Common Uses of Test Scores? | |
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| What Is Validity and What Has It to Do with Interpretations and Uses of Standardized Achievement Test Scores? | |
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| High-Stakes Test Score Uses | |
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| Low-Stakes Test Score Uses | |
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| Threats to Valid Interpretation | |
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| What Are Intended and Unintended Consequences of Interpretations and Uses? | |
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| Summary | |
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| Standardized Testing | |
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| Intelligence and Intelligence Testing | |
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| What Is Intelligence? | |
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| Uses of Intelligence and Special Ability Tests | |
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| Summary | |
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| Standardized Achievement Testing | |
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| Defining Student Achievement | |
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| Brief History of Achievement Testing | |
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| Remembering the Main Purpose of Achievement Tests | |
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| Types of Achievement Tests and Their Intended Uses | |
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| Evaluating Standardized Achievement Tests | |
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| Summary | |
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| High-Stakes Testing for High School Graduation and Professional Certification and Licensing | |
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| Elementary School Monitoring and Promotion and High School Certification and Graduation Testing | |
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| Professional Certification and Certification Testing | |
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| Licensure and Licensing Testing | |
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| Teacher Certification and Licensure Testing | |
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| The Future of High-Stakes Testing | |
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| Summary | |
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| Issues in Standardized Achievement Testing | |
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| The Pollution of Test Score Interpretations and Uses | |
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| What Is Test Score Pollution? | |
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| Two Factors Contributing to Test Score Pollution | |
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| Instructional Environment as a Source of Test Score Pollution | |
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| Unethical Test Preparation as a Source of Test Score Pollution | |
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| Test Administration as a Source of Test Score Pollution | |
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| Cheating as a Source of Test Score Pollution | |
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| Test Anxiety and Motivation as Sources of Test Score Pollution | |
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| Students with Disabilities, with Limited English Proficiency, and Living in Poverty as Sources of Test Score Pollution | |
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| Scoring Errors as a Source of Test Score Pollution | |
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| Contextualized Reporting | |
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| What Can Teachers Do about Test Score Pollution? | |
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| Summary | |
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| Consequences of Standardized Achievement Testing | |
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| Politics and Standardized Achievement Testing | |
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| Consequences of High-Stakes Testing and Test-Based Accountability | |
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| Effects of Standardized Achievement Testing on Students | |
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| Effects of Standardized Achievement Testing on Classrooms and Schools | |
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| Effects of Standardized Achievement Testing on Teachers | |
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| The Public and Backlash to Test-Based Accountability | |
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| Summary | |
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| Standardized Achievement Testing of Students at Risk | |
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| What Is Known about Students at Risk? | |
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| The Unique Problem of Teaching and Testing Native American and Native Alaskan Students | |
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| Students with Disabilities | |
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| Students Living in Poverty | |
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| Students with Limited English Proficiency (LEP) | |
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| Interpreting and Reporting Scores of Students from At-Risk Populations | |
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| Summary | |
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| How Can Standardized Achievement Test Results Help Students Learn? | |
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| Why Do We Have Standardized Achievement Test Scores? | |
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| What Context Do We Have for Interpreting and Using Standardized Achievement Tests? | |
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| How Can We Make Student Assessment Work? | |
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| How Do We Assess the Validity of Interpretations and Uses of Test Scores? | |
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| How Should We Sensibly and Ethically Prepare Students for These Tests? | |
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| How Do We Lower Test Anxiety? | |
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| What about Test-Based Accountability and High-Stakes Testing? | |
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| A Final Note on Educational Reform and Achievement Testing | |
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| Summary | |
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| Epilogue | |
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| References | |
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| Author Index | |
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| Subject Index | |