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Large-Scale Indicator Assessments: What Every Educational Policymaker Should Know


by Peggy Carr, Enis Dogan, William Tirre & Ebony Walton 2007

Large-scale assessments designed to serve as indicators of academic progress in a social context provide invaluable information about the condition of education in America. This unique class of assessments serves as a common yardstick by which the educational progress in states, jurisdictions, and other countries can be compared. Because these assessments serve as monitors across a wide variety of curricula, content standards, and instructional practices, they are uniquely designed and well suited for their task. The focus of this chapter is to define what policymakers need to know to be proficient in this kind of large-scale indicator assessment literacy.


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This article originally appeared as NSSE Yearbook Vol 106. No. 1.


Cite This Article as: Teachers College Record Volume 109 Number 13, 2007, p. 321-339
http://www.tcrecord.org ID Number: 18523, Date Accessed: 12/16/2017 2:27:46 AM

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About the Author
  • Peggy Carr
    National Center for Education Statistics
    E-mail Author
    PEGGY CARR is Associate Commissioner at the National Center for Education Statistics.
  • Enis Dogan
    NAEP Education Statistics Services Institutes
    E-mail Author
    ENIS DOGAN is a Research Analyst at the NAEP Education Statistics Services Institutes (NESSI).
  • William Tirre
    National Center for Education Statistics
    E-mail Author
    WILLIAM TIRRE is a Senior Research Scientist at the National Center for Education Statistics.
  • Ebony Walton
    NAEP Education Statistics Services Institutes
    E-mail Author
    EBONY WALTON is a research associate contracted by NAEP Education Statistics Services Institute (NESSI).
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