Harvard University Press
Measuring Up: What Educational Testing Really Tells Us
Key Metrics
- Daniel Koretz
- Harvard University Press
- Paperback
- 9780674035218
- 8.18 X 5.52 X 0.94 inches
- 0.93 pounds
- Education > Testing & Measurement
- English
Secure TransactionBook Description
How do you judge the quality of a school, a district, a teacher, a student? By the test scores, of course. Yet for all the talk, what educational tests can and can't tell you, and how scores can be misunderstood and misused, remains a mystery to most. The complexities of testing are routinely ignored, either because they are unrecognized, or because they may be--well, complicated.
Inspired by a popular Harvard course for students without an extensive mathematics background, Measuring Up demystifies educational testing--from MCAS to SAT to WAIS, with all the alphabet soup in between. Bringing statistical terms down to earth, Daniel Koretz takes readers through the most fundamental issues that arise in educational testing and shows how they apply to some of the most controversial issues in education today, from high-stakes testing to special education. He walks readers through everyday examples to show what tests do well, what their limits are, how easily tests and scores can be oversold or misunderstood, and how they can be used sensibly to help discover how much kids have learned.
Author Bio
Daniel Koretz is an expert on educational assessment and testing policy. A primary focus of his work has been the impact of high-stakes testing. His research has included studies of score inflation, the effects of testing programs on educational practice, the assessment of students with disabilities, international differences in the variability of student achievement, the application of value-added models to educational achievement, and the development of methods for validating scores under high-stakes conditions.
His current work focuses on the equity implications of high-stakes testing, the effects of high-stakes testing on postsecondary outcomes, the characteristics of traditional tests that encourage inappropriate test preparation, and the design and evaluation of new testing designs tailored for accountability. Koretz is a member of the National Academy of Education and a Fellow of the American Educational Research Association.
His doctorate is in developmental psychology from Cornell University. Before obtaining his degree, Koretz taught emotionally disturbed students in public elementary and junior high schools.
Source: Harvard Graduate School of Education
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