High-Stakes Testing in Education

For measurement practitioners, scholars, policy makers, and advanced graduate students involved in researching and implementing practice and policies for high-stakes testing, Bovaird (educational psychology, U. of Nebraska-Lincoln) et al. compile 14 chapters on high-stakes testing practices in K-12 public education settings and populations. Educational psychology and testing researchers from the US, Canada, and New Zealand present chapters based on presentations at the Contemporary Issues in High-Stakes Testing conference at the U. of Nebraska-Lincoln, and focus on current interpretations of professional testing standards and their influence on future practice. They address local and state assessment development; students with disabilities and English language learners, charter schools, and the role of college placement and entrance exams; validation practices, considerations, and consequences, including defining and interpreting scores, the role of student motivation, decisions based on validity evidence, and contextual sampling effects; and future changes and improvements. Annotation c2011 Book News, Inc., Portland, OR (booknews.com)