A targeted, state-by-state examine twenty years of development and practices in greater schooling assessment
Specially chosen from the documents of the award-winning magazine Assessment Update, the articles amassed jointly in Stopping the Buck provide readers a special chance to take a deep, historic examine results overview in better schooling because it has advanced during the last a number of many years. Written by means of Peter Ewell, writer of the pioneering paintings within the box, it tracks, on a state-by-state foundation, growth, tendencies, and practices in results evaluate between associations of upper studying because the Nineties, a time whilst lowered investment and elevated call for for responsibility shifted the focal point to functionality signs and institutional comparisons.
- Examines the evolution of upper schooling review within the Nineties, with specified realization given to the emergence of pay-for-performance in lots of states, and a number of the the explanation why it failed in such a lot cases
- Chronicles the increase of neighborhood and nationwide tasks and the concomitant diminishment of kingdom authority in assessment
- Offers the author's educated conclusions and forecasts at the present and destiny kingdom of evaluation to presents policymakers with useful insights to assist them with the choices they face, now and within the years ahead
Both sobering and hopeful, Stopping the Buck offers readers with worthy details and advice on particular components of assessment—gathered jointly for the 1st time in one, easy-reference format.
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Extra resources for Stopping the Buck: Selections from From the States
At the same time, it potentially avoids a major drawback of pure performance funding, namely, that only already-strong proÂ�grams and institutions are rewarded even though the real imperatives for improveÂ�ment may be elsewhere. If implemented, this new look in perÂ�formance funding may affect assessment practice considerably. Like the mandates of the 1980s, it encourages the developÂ�ment of locally owned measures and apÂ�proaches. Institutions will be unable to qualify for “tier two” funding unless they can operationalize and measure what they hope to achieve.
At the same time, the essentially conservative educational and political philosophy that undergirds current iniÂ�tiatives contains real dilemmas about how a testing program ought to be orgaÂ�nized. On the one hand, the creation of national K–12 standards, backed by assessment, is exactly the agenda now being advanced by the Clinton White House— and being vehemently opposed by conservative leaders on the grounds of state and local rights. Indicative here is the fact that contemporary RepubliÂ�can-led fiscal proposals in New York that would create clear winners and losers among SUNY institutions are already being actively opposed by equally conservative legislators whose own campuses might be adversely affected.
Separate mean scores are first reported for each popuÂ�lation for each campus on each of the two components of the assessment—(1) a performance task that requires stuÂ�dents to demonstrate problem-solving and communication skills in response to a scenariobased situation and (2) a writÂ�ing task based on the “make or break an argument” prompts used on the GraduÂ�ate Record Examination. The system also reports on two benchmark meaÂ�sures—(1) the national “expected scores” on the CLA for freshmen and seniors and (2) a uniquely calculated “expected score” on the CLA for each population at each institution.
Stopping the Buck: Selections from From the States by Ewell