The Fractured Marketplace for Standardized Testing

Haney, Walter M.; Madaus, George F.; Lyons, Robert E.

doi:10.1007/978-94-011-2196-5

Cited by 35 publications

(20 citation statements)

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“…Parents want their children to succeed in school and not be at the bottom of the class. If their children are experiencing learning difficulties, parents expect the school system to address the issue and bring up their child's test score (Haney, Madaus & Lyons, 1993). However, with any ranking, someone has to be at the top and someone has to be at the bottom.…”

Section: Who Is Hurt the Most By These Practicesmentioning

confidence: 99%

“…There is much evidence that proves the opposite. Many experts now say that standardized testing actually does more harm to the quality of education that students are receiving (Haney & Lyons, 1993;Rebora, 2012;Keogh, Pendergast, & Diamond, 2012). The overwhelming emphasis on testing leads to the neglect of other dimension of teaching and learning (Shepard, 1991;Wolf, LeMahiue, & Eresh, 1992).…”

Section: Introductionmentioning

confidence: 99%

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Can You Hear Us? Voices Raised against Standardized Testing by Novice Teachers

Bhattacharyya¹,

Junot²,

Clark³

2013

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Section: Who Is Hurt the Most By These Practicesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Can You Hear Us? Voices Raised against Standardized Testing by Novice Teachers

Bhattacharyya¹,

Junot²,

Clark³

2013

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“…Haney et al (2004) point out that the dropout rate between the ninth and tenth grade has tripled over the last 30 years. George & McEwin (1999) found that the highest failure rates exist in the ninth grade across the nation and that failure rate can produce high numbers of dropouts.…”

Section: Introductionmentioning

confidence: 96%

“…This rate of retentions produced 12% fewer students in grade ten than in grade nine of the previous year (Haney et al, 2004). Those ninth grade students who fail two or more classes, and are retained; create a bulge in ninth grade student levels.…”

Section: Introductionmentioning

confidence: 99%

“…This interruption is clearly evident in the present retention rate for ninth graders which has increased from 4% in the 1970s to 12% in the 2000s (Haney et al, 2004). The transition of these adolescents has created an experience for many students that will force them to make choices that will affect their friendships, interactions with older students, coping with more demanding and unfamiliar workloads, and the adjustment to new environmental surroundings.…”

Section: Introductionmentioning

confidence: 99%

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Lost in transition : a grade nine transition program using articulation activities and their effect on student attitudes.

Hibbett¹

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DEDICATIONThis dissertation is dedicated to my late mother, Patricia Sharp Hibbett, who was a great reader and always in the motion of a continuous learner. I would also like to dedicate this work to my wife, Maribeth Eckert Hibbett, who has been a source of support, encouragement, and patience through this event of research and implementation for the past three years. It is with her guidance and support through these years that this process has been a rewarding experience.

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Ethical Issues in Psychological Assessment

Koocher

Rey‐Casserly

2003

Handbook of Psychology

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Psychologists who conduct assessments face many ethical challenges in conducting their work. Assessment is unique among the services offered by professional psychologists because it is service seldom performed solely at the behest of a single individual. More typically, people who arrive at the psychologist's office for assessment have been sent by concerned parents or school teachers, potential employers, disability insurance companies, attorneys, or other professionals. The referring parties are invariably seeking answers to questions that may or may not be found in the analysis of psychometric data. The people being tested may benefit or suffer as a consequence of the assessment, no matter how competently it is carried out. Ethical issues arise before assessments are undertaken, during the testing process or collection of data, and after the information collected is scored, interpreted, and translated into a report. This chapter explores the ethical problems inherent in the sequence of steps involved in psychological assessment (i.e., before, during, and following the actual contact with the person being assessed). In addition, because the chapter was completed during a period of flux in the evolution of the American Psychological Association's (APA) Ethical Standards of Psychologists and Code of Conduct, proposed changes in the professional standards and the reasoning behind them are discussed.

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The Fractured Marketplace for Standardized Testing

Cited by 35 publications

References 0 publications

Can You Hear Us? Voices Raised against Standardized Testing by Novice Teachers

Can You Hear Us? Voices Raised against Standardized Testing by Novice Teachers

Lost in transition : a grade nine transition program using articulation activities and their effect on student attitudes.

Ethical Issues in Psychological Assessment

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