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Interpreting Standardized Test Scores Strategies for Data-Driven Instructional Decision Making

ISBN-10: 1412937191
ISBN-13: 9781412937191
Edition: 2007
Authors: Craig A. Mertler
List price: $58.00
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Description: This text offers a clear, insightful study of how to interpret, use, and reflect on test data in ways that help to develop better schools, highly qualified teachers, and well prepared students. Linda Karges-Bone, Charleston Southern University   More...

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Book details

List price: $58.00
Copyright year: 2007
Publisher: SAGE Publications, Incorporated
Publication date: 4/13/2007
Binding: Paperback
Pages: 272
Size: 7.25" wide x 9.00" long x 0.50" tall
Weight: 0.880
Language: English

This text offers a clear, insightful study of how to interpret, use, and reflect on test data in ways that help to develop better schools, highly qualified teachers, and well prepared students. Linda Karges-Bone, Charleston Southern University As standardized testing continues to grow in importance in our society, this text will become a critical part of measurement curriculum and instruction. Gordon Brooks, Ohio University Interpreting Standardized Test Scores: Strategies for Data-Driven Instructional Decision Making is designed to help K-12 teachers and administrators understand the nature of standardized tests and, in particular, the scores that result from them. This useful manual helps teachers develop the skills necessary to incorporate these test scores into various types of instructional decision makinga process known as data-driven decision makingnecessitated by the needs of their students. Key Features Helps readers understand, interpret, and use standardized test scores to improve classroom instruction: Several specific examples are given for interpreting test scores and developing a plan to revise instruction based on those results. Offers activities for application and reflection: Follow-up activities and discussion points are provided for experienced and preservice teachers across K-12 grade levels. Presents successful case studies: The author includes interviews with classroom teachers, building administrators, and district-level administrators who have successfully engaged in a process of incorporating test scores into decision making. Intended Audience This is an excellent supplementary text for any course that incorporates standardized testing as a topic, including but not limited to courses in Classroom Assessment, Educational Psychology, Content Methods, Reading, Special Education, Curriculum, Literacy, Administration, The Principalship, and The Superintendency.

Gene Deszca is Professor of Business Administration, a former MBA Director, and is currently the Associate MBA Director in the School of Business and Economics at Wilfrid Laurier University. He has held a number of leadership roles at Laurier, including ones involving the development and launch of the full-time, one year MBA program, the executive MBA program, and the international concentration. He was instrumental in the development of the Society of Management Accountants of Canada's post-university professional accreditation programs and is a member of their national Board of Directors.Gene is the author or coauthor over 100 journal, conference publications/presentations, books, monographs, and technical papers. These include the books Canadian Cases in Human Resource Management, and Cases in Organizational Behaviour and the articles Driving Loyalty Through Time-to-Value, and Managing the New Product Development Process: Best-in-Class Principles and Leading Practices. His current research and consulting activity focuses on organizational change and the development of high performance enterprises.C raig A. Mertler is currently a Professor and Dean of the Ross College of Education at Lynn University in Boca Raton, FL.nbsp; He has been an educator for 28 years, 18 of those in higher education.nbsp; He teaches doctoral and undergraduate courses focused on the application of action research to promote educator empowerment, school improvement, and job-embedded professional development, and also teaches quantitative research methods, introductory statistical analysis, multivariate statistical analysis, and educational assessment methods. He is the author of 15 books, four invited book chapters, 17 refereed journal articles, two instructors' manuals, and numerous nonrefereed articles and manuscripts. He has also presented more than 35 research papers at professional meetings around the country, as well as internationally. He conducts workshops for in-service educational professionals (at all levels) on classroom-based action research and on the broad topic of classroom assessment. His primary research and consulting interests include classroom-based action research, data-driven educational decision making, professional learning communities, and classroom teachers' assessment literacy. Before teaching and researching at the university level, he taught high school biology and earth science, and also coached track and volleyball. In his leisure time, he enjoys traveling with his family and playing golf.

Preface
Overview Of Standardized Testing: Concepts And Terminology
What Is "Standardized" Testing?
What Makes a Test "Standardized"?
A Brief History of Standardized Testing in American Education
How Standardized Tests Are Developed
Test Bias
Types of Standardized Tests Based on Purpose
Types of Standardized Tests Based on Scores
Summary
Activities for Application and Reflection
The Importance of Standardized Testing
Appropriate Uses of Standardized Testing in Education
Misuses of Standardized Testing in Education
Why Educators Dislike Standardized Testing
Why Educators (Should) Like Standardized Testing
Summary
Activities for Application and Reflection
Standardized Test Administration and Preparation
Standardized Administration Procedures
Testwiseness Skills
Do's and Dont's of Test Preparation
"Teaching to the Test" Versus "Teaching to the Standards"- A Final Word
Summary
Activities for Application and Reflection
Standardized Test Scores And Their Interpretations
Test Reports
Overview of Test Reports
Individual Student Reports
Class Reports
Building- and District-Level Reports
Summary
Activities for Application and Reflection
Criterion-Referenced Test Scores and Their Interpretations
What Do Criterion-Referenced Test Scores Tell Us?
Selected-Response Test Items
Constructed-Response Test Items
The Nature of Cut Scores
Summary
Activities for Application and Reflection
Norm-Referenced Test Scores and Their Interpretations
What Do Norm-Referenced Scores Tell Us?
The Nature of Norm Groups
Types of Norm-Referenced Scores
Standard Error of Measurement and Confidence Intervals
Summary
Activities for Application and Reflection
Using Standardized Test Scores In Instructional Decision Making
Group-Level Decision Making
Data-Driven Decision Making
A Process for Focusing on Group Instruction
Summary
Activities for Application and Reflection
Student-Level Decision Making
A Process for Focusing on Individual Instruction (Intervention)
Summary
Activities for Application and Reflection
Value-Added Analysis and Interpretation
What Is "Value-Added" Analysis?
A Process for Value-Added Decision Making
Summary
Activities for Application and Reflection
Case Studies: Interviews With Teachers And Administrators
District and School Profiles
Interview Transcripts: Teachers
Interview Transcripts: Administrators
Glossary
References
Index
About the Author

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