From compliance to commitment: The need for constituent discourse in implementing testing policy

Educational Policy

Volumn 16, Issue 3, 2002, Pages 387-405

  Debard, Robert ^a   Kubow, Patricia K ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035995050     PISSN: 08959048     EISSN: None     Source Type: Journal    
DOI: 10.1177/08904802016003002     Document Type: Article

References (37)

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2. The standards juggernaut
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4. Impact of proficiency testing: A collaborative evaluation
5. Assessment as a major influence on learning and instruction
6. Recent studies show link to economic factors, added stress
7. Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies
8. Assessment, testing and instruction
9. Advances in assessment models, methods, and practices
10. Future directions for norm-referenced and criterion-referenced achievement testing
11. Large-scale assessment in support of school reform: Lessons in the search for alternative measures
12. Assessing equity in alternative assessment: An illustration of opportunity-to-learn issues
13. The impact of high-stakes testing on teachers in North Carolina
14. When teachers are cheaters
15. Complex, performance-based assessment: Expectations and validation criteria
16. Lessons from the history of intelligence testing
17. High-stakes testing: It's backlash time
18. Creating new inequalities: Contradictions of reform
19. Goals 2000: What's in a name?
20. In 1st year of tests, states must brace for foul weather
21. Proficiency testing overemphasized
22. Issues in the development of national education indicators in the United States
23. Assessment-driven reform: The emperor still has no clothes
24. How assessments work: Lessons learned in equity
25. Assessment, student confidence and school success
26. Teachers are learning to think more creatively