The federal government's No Child Left Behind Act has thrust high-stakes testing - its goals, methods, and consequences - into the educational limelight. The four-fold purpose of this book is to: describe the nature of high-stakes testing; identify types of collateral damage that have attended the testing programs; analyze methods different groups of people have chosen for coping with the damage and suggest lessons to be learned from the high-stakes-testing experience.
The six groups of people whose coping strategies are inspected include: politicians and their staffs; educational administrators and their staffs; parents and the public; test makers and test administrators; teachers and students. Importantly, the author avoids aligning himself with the test-bashing rhetoric of those who oppose high-stakes testing, especially the No Child Left Behind Act.
Key features of this outstanding new book include:
This book is appropriate for any of the following audiences: students taking evaluation or administration courses in schools of education, inservice administrators and teachers, policy makers, and those members of the general public who are concerned about the fate of schooling in America.
"The book is organized in a very appealing way. High-Stakes Testing: Coping With Collateral Damage is an approachable, global analysis of the current issues and participants in the high-stakes testing requirements of the No Child Left Behind Act during the years 2002-2004 as revealed in the popular media….this book could serve as an introduction to the issues for undergraduate students, and members of the public."
"I found his writing to be very informative and persuasive, perhaps because I agree with many of his points and have written about this myself. The author writes very clearly. The organization is very logical. Using newspaper articles and similar sources is an interesting and effective approach. Finally, I found many chapters very comprehensive with respect to insights, more than any other book or article I've read. Very impressive."
Arizona State University
"Overall I find the chapters balanced, well written, and appropriate for the various audiences. I really liked the organization of chapters 6-11. The type of damage-coping, strategy-illustrative cases format is very good. The use of newspaper articles breathes life and reality into the points being made."
University of South Carolina
Contents: Preface. The Nature of Collateral Damage. Part I: Tasks of the Testing Game. What Should the Schools Teach? What Should the Schools Evaluate and How? How Should Achievement Standards Be Set? How Should Test Results Be Used? Part II: The Testing Game's Players. Politicians and Their Staffs. Educational Administrators and Their Staffs. The Public and Parents. Test-Makers and Test-Givers. Teachers. Students. Lessons to Learn.