Testing Too Much?

A Principal's Guide to Cutting Back Testing and Reclaiming Instructional Time

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Testing & Measurement, Administration, Teaching, Teaching Methods
Cover of the book Testing Too Much? by Philip A. Streifer, Barry Sheckley, Richard Ayers, Rowman & Littlefield Publishers
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Author: Philip A. Streifer, Barry Sheckley, Richard Ayers ISBN: 9781475833683
Publisher: Rowman & Littlefield Publishers Publication: May 17, 2017
Imprint: Rowman & Littlefield Publishers Language: English
Author: Philip A. Streifer, Barry Sheckley, Richard Ayers
ISBN: 9781475833683
Publisher: Rowman & Littlefield Publishers
Publication: May 17, 2017
Imprint: Rowman & Littlefield Publishers
Language: English

There is too much testing in American Public Schools that is robbing teachers of valuable instructional time. Some of it is mandatory, but the vast majority is not, and under the control of districts, schools and even teachers to reduce. Testing Too Much? provides a rationale and set of three models to use in cutting back on testing to reclaim valuable instructional time. It also includes a high school case study describing how the themes proposed in the book can be accomplished. Instructional time is a complex subject that is discussed in detail and the underlying research why it is so important, especially for disadvantaged children. To address how best to cut back on non-mandated testing there is a chapter, written in plain terms, on how to judge the value of a test. Three models are then discussed on how to approach cutting back on testing by as much as 25% that can recapture as much as ten days or more of instruction during a typical school year. The goal of the book is to help school leaders and teachers find ways, amongst current local testing practices, to cut back, improve their instruction and the educational experiences of their students.

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There is too much testing in American Public Schools that is robbing teachers of valuable instructional time. Some of it is mandatory, but the vast majority is not, and under the control of districts, schools and even teachers to reduce. Testing Too Much? provides a rationale and set of three models to use in cutting back on testing to reclaim valuable instructional time. It also includes a high school case study describing how the themes proposed in the book can be accomplished. Instructional time is a complex subject that is discussed in detail and the underlying research why it is so important, especially for disadvantaged children. To address how best to cut back on non-mandated testing there is a chapter, written in plain terms, on how to judge the value of a test. Three models are then discussed on how to approach cutting back on testing by as much as 25% that can recapture as much as ten days or more of instruction during a typical school year. The goal of the book is to help school leaders and teachers find ways, amongst current local testing practices, to cut back, improve their instruction and the educational experiences of their students.

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