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Testing Student Learning, Evaluating Teacher Effectiveness


reviewed by Rubén O. Martinez — 2005

coverTitle: Testing Student Learning, Evaluating Teacher Effectiveness
Author(s): W.M. Evers and H. J. Walberg (eds.)
Publisher: Hoover Institution Press, Stanford
ISBN: 0817929827, Pages: 337, Year: 2004
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As the title denotes, this book focuses on testing student learning and evaluating teaching effectiveness, both highly controversial matters in the country today.  The book stems from the symposium “Testing America’s Schoolchildren” held at the Hoover Institution in October, 1998.  It contains papers invited for the volume, presented at the symposium, and updated (somewhat) for the publication, including one by Herbert Walberg, a co-editor.  It also contains three previously published articles to round out the book, which overall presents a tightly woven set of arguments in favor of standardized testing as the primary form of performance accountability in the nation’s schools.  The collection as a whole also presents the constructivist model of learning as weak in teaching (experiential, problem solving, and cooperative learning emphases), performance testing (portfolio assessments), and in improving the educational outcomes of the nation’s students.   According to Walberg objective testing, along with other indicators of performance, is useful in evaluating educational performance across a range of relevant dimensions, including market-based solutions that offer choices to the public.  Indeed,... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 2, 2005, p. 247-250
http://www.tcrecord.org ID Number: 11399, Date Accessed: 10/19/2017 6:06:00 PM

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