WorldCat Identities

National Research Council (U.S.). Commission on Behavioral and Social Sciences and Education Board on Testing and Assessment

Overview
Works: 22 works in 58 publications in 1 language and 23,515 library holdings
Genres: Conference papers and proceedings  Cross-cultural studies  Abstracts 
Roles: Editor
Publication Timeline
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Most widely held works by National Research Council (U.S.).
Evaluation of the voluntary national tests, year 2 : final report by National Research Council (U.S.)( )

6 editions published in 1999 in English and held by 3,174 WorldCat member libraries worldwide

High stakes : testing for tracking, promotion, and graduation by Jay Philip Heubert( )

7 editions published between 1997 and 1999 in English and held by 2,323 WorldCat member libraries worldwide

Everyone is in favour of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. This is an exploration of how testing affects critical decisions for American students. As more tests are introduced into schools, it becomes increasingly important to know how those tests are used - and misused - in assessing children's performance and achievements
Uncommon measures : equivalence and linkage among educational tests by Michael J Feuer( )

4 editions published in 1999 in English and held by 2,176 WorldCat member libraries worldwide

A study was conducted of the feasibility of establishing an equivalency scale that would enable commercial state tests to be linked to one another and to the National Assessment of Educational Progress (naep). In evaluating the feasibility of linkages, the study committee focused on the linkage of various fourth-grade reading tests and the linkage of various eighth-grade mathematics tests. Committee members concentrated on the factors that affect the validity of the inferences about student performance that users would draw from the linked test scores. The committee concluded that comparing the full array of currently administered commercial and state achievement tests to one another, through the development of a single equivalency or linking scale, is not feasible. Nor is reporting individual student scores from the full array of tests on the naep scale and transforming individual scores on these tests and assessments into naep achievement levels feasible. Under limited conditions, it may be possible to calculate a linkage between two tests, but multiple factors affect the validity of the inferences drawn from the linked scores. Unless the test to be linked to the naep is very similar in content, format, and uses, the resulting linkage is likely to be unstable and potentially misleading. (Contains 3 tables, 3 figures, and 81 references.) (Sld)
Transitions in work and learning : implications for assessment : papers and proceedings by National Research Council (U.S.)( )

4 editions published in 1997 in English and held by 2,096 WorldCat member libraries worldwide

The dramatic shift in the American labor market away from manufacturing and the growing gap in earnings between high school and college graduates have contributed to a sense of alarm about the capacity of the nation's schools to supply adequately skilled
Next steps for TIMSS : directions for secondary analysis by Alexandra S Beatty( )

3 editions published in 1999 in English and held by 2,087 WorldCat member libraries worldwide

Myths and tradeoffs : the role of tests in undergraduate admissions by National Research Council (U.S.)( )

2 editions published in 1999 in English and held by 1,874 WorldCat member libraries worldwide

Admission to colleges and universities is a complex task which is made simpler by the use of test scores taken by high school students wishing to gain entrance. Though the benefits of these tests are clear this book offers recommendations to institutions of higher education and test producers to ensure that the testing is used as it should be and in the most effective ways possible
The assessment of science meets the science of assessment : summary of a workshop( )

3 editions published in 1999 in English and held by 1,749 WorldCat member libraries worldwide

Learning from TIMSS : results of the Third International Mathematics and Science Study : summary of a symposium by Alexandra S Beatty( )

2 editions published in 1997 in English and held by 1,651 WorldCat member libraries worldwide

This summary report is an additional component of the effort to foster dialogue in the education research and policy communities. The major elements of the Third International Mathematics and Science Study (timss) are described, and highlights of the discussion that took place at the symposium held on February 3-4, 1997 in Washington, dc by the National Research Council (nrc) are presented. Emergent themes are also explored. The first section provides a description of the study and of the presentations made by the timss researchers. The following two sections summarize, respectively, the questions and critiques that presenters raised about the study itself and the major policy issues that were addressed. The last section summarizes the major ideas that emerged from the symposium. (Contains 18 references.) (Ask)
Designing a market basket for NAEP : summary of a workshop by Pasquale J DeVito( )

2 editions published in 2000 in English and held by 1,401 WorldCat member libraries worldwide

Reporting district-level NAEP data : summary of a workshop by National Research Council Staff( )

2 editions published in 2000 in English and held by 1,399 WorldCat member libraries worldwide

A valedictory : reflections on 60 years in educational testing by Lee J Cronbach( )

6 editions published in 1995 in English and held by 1,324 WorldCat member libraries worldwide

Anticipating goals 2000 : standards, assessment and public policy : summary of a workshop( )

2 editions published in 1995 in English and held by 1,117 WorldCat member libraries worldwide

Evaluation of the U.S. Employment Service workplan for the GATB improvement project by Richard C Atkinson( )

2 editions published in 1995 in English and held by 1,115 WorldCat member libraries worldwide

The use of IQ tests in special education decision making and planning : summary of two workshops( Book )

1 edition published in 1996 in English and held by 7 WorldCat member libraries worldwide

Evaluation of the voluntary national tests : phase 1 by Lauress L Wise( Book )

2 editions published in 1999 in English and held by 5 WorldCat member libraries worldwide

Title I testing and assessment : challenging standards for disadvantaged children, summary of a workshop( Book )

1 edition published in 1996 in English and held by 5 WorldCat member libraries worldwide

Allocating federal funds for state programs for English language learners by National Research Council (U.S.)( )

3 editions published in 2011 in English and held by 5 WorldCat member libraries worldwide

As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes
Methodological advances in cross-national surveys of educational achievement by Andrew C Porter( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four--decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large--scale cross--national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second--language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up--to--date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement?
Education for life and work : developing transferable knowledge and skills in the 21st century by National Research Council (U.S.)( Book )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

"Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums."--Publisher's description
Understanding others, educating ourselves : getting more from international comparative studies in education by National Research Council (U.S.)( Book )

1 edition published in 2003 in English and held by 1 WorldCat member library worldwide

 
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High stakes : testing for tracking, promotion, and graduation
Covers
High stakes : testing for tracking, promotion, and graduationUncommon measures : equivalence and linkage among educational testsTransitions in work and learning : implications for assessment : papers and proceedingsNext steps for TIMSS : directions for secondary analysisMyths and tradeoffs : the role of tests in undergraduate admissionsThe assessment of science meets the science of assessment : summary of a workshopLearning from TIMSS : results of the Third International Mathematics and Science Study : summary of a symposiumDesigning a market basket for NAEP : summary of a workshop
Alternative Names

controlled identityNational Research Council (U.S.). Center for Education. Board on Testing and Assessment

BOTA

BOTA (National Research Council (U.S.). Commission on Behavioral and Social Sciences and Education. Board on Testing and Assessment)

National Research Council Center for Education Board on Testing and Assessment

National Research Council Commission on Behavioral and Social Sciences and Education Board on Testing and Assessment

National Research Council Division on Behavioral and Social Sciences and Education Board on Testing and Assessment

National Research Council (États-Unis). Commission on behavioral and social sciences and education. Board on Testing and Assessment

National Research Council (États-Unis). Division of behavioral and social sciences and education. Board on Testing and Assessment

Languages
English (55)