The Resource Deep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountability, Fenwick W. English, Betty E. Steffy
Deep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountability, Fenwick W. English, Betty E. Steffy
Resource Information
The item Deep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountability, Fenwick W. English, Betty E. Steffy represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Missouri University of Science & Technology Library.This item is available to borrow from 1 library branch.
Resource Information
The item Deep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountability, Fenwick W. English, Betty E. Steffy represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Missouri University of Science & Technology Library.
This item is available to borrow from 1 library branch.
- Extent
- 1 online resource (viii, 157 pages)
- Contents
-
- Understanding the forces that comprise the "playing field"
- The fallacy of "value added" measures: using test score gains to pay teachers
- The "teaching to the test" conundrum: what is ethical?
- Initiating Actions to Level the Competitive Playing Field
- Frontloading or backloading?
- Curriculum as organizational memory
- Where to start the alignment process?
- Steps in developing a frontloaded curriculum
- Engaging in Deep Curriculum Alignment
- The emerging research on curriculum alignment
- Facing the Scourge of the Test Score Zeitgeist
- The Zellmer study
- The Price-Baugh study
- The Moss-Mitchell study
- The practice of pedagogical parallelism
- A step-by-step guide to pedagogical parallelism as the key to deep curriculum alignment
- Creating a Viable Alternative to Testing as Mass Inspection
- Problems with current forms of high-stakes accountability tests
- Positive trends in state assessment programs
- Re-asserting the primacy of curriculum in the testing debate
- The terrain of struggle: what does it mean to teach social justice?
- Culprits
- Colleges of education: solutions or problems?
- Some popular myths about tests
- The nature of curriculum alignment
- Understanding the Dynamics of the Playing Field
- The basic construct: the curriculum and the test
- The United States: one nation--except for a curriculum
- The genius of the norm-referenced standardized test: an exam that doesn't need a curriculum or political decisions to determine passing or mastery scores
- Isbn
- 9780585386379
- Label
- Deep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountability
- Title
- Deep curriculum alignment
- Title remainder
- creating a level playing field for all children on high-stakes tests of educational accountability
- Statement of responsibility
- Fenwick W. English, Betty E. Steffy
- Language
- eng
- Cataloging source
- N$T
- http://library.link/vocab/creatorName
- English, Fenwick W
- Dewey number
- 375/.001/0973
- Index
- index present
- LC call number
- LB2806.15
- LC item number
- .E52 2000eb
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
- http://library.link/vocab/relatedWorkOrContributorName
- Steffy, Betty E
- http://library.link/vocab/subjectName
-
- Curriculum planning
- Educational tests and measurements
- Educational accountability
- EDUCATION
- Curriculum planning
- Educational accountability
- Educational tests and measurements
- United States
- Label
- Deep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountability, Fenwick W. English, Betty E. Steffy
- Bibliography note
- Includes bibliographical references and index
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- multicolored
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Understanding the forces that comprise the "playing field"
- The fallacy of "value added" measures: using test score gains to pay teachers
- The "teaching to the test" conundrum: what is ethical?
- Initiating Actions to Level the Competitive Playing Field
- Frontloading or backloading?
- Curriculum as organizational memory
- Where to start the alignment process?
- Steps in developing a frontloaded curriculum
- Engaging in Deep Curriculum Alignment
- The emerging research on curriculum alignment
- Facing the Scourge of the Test Score Zeitgeist
- The Zellmer study
- The Price-Baugh study
- The Moss-Mitchell study
- The practice of pedagogical parallelism
- A step-by-step guide to pedagogical parallelism as the key to deep curriculum alignment
- Creating a Viable Alternative to Testing as Mass Inspection
- Problems with current forms of high-stakes accountability tests
- Positive trends in state assessment programs
- Re-asserting the primacy of curriculum in the testing debate
- The terrain of struggle: what does it mean to teach social justice?
- Culprits
- Colleges of education: solutions or problems?
- Some popular myths about tests
- The nature of curriculum alignment
- Understanding the Dynamics of the Playing Field
- The basic construct: the curriculum and the test
- The United States: one nation--except for a curriculum
- The genius of the norm-referenced standardized test: an exam that doesn't need a curriculum or political decisions to determine passing or mastery scores
- Control code
- 49569378
- Dimensions
- unknown
- Extent
- 1 online resource (viii, 157 pages)
- Form of item
- online
- Isbn
- 9780585386379
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Specific material designation
- remote
- System control number
- (OCoLC)49569378
- Label
- Deep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountability, Fenwick W. English, Betty E. Steffy
- Bibliography note
- Includes bibliographical references and index
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- multicolored
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Understanding the forces that comprise the "playing field"
- The fallacy of "value added" measures: using test score gains to pay teachers
- The "teaching to the test" conundrum: what is ethical?
- Initiating Actions to Level the Competitive Playing Field
- Frontloading or backloading?
- Curriculum as organizational memory
- Where to start the alignment process?
- Steps in developing a frontloaded curriculum
- Engaging in Deep Curriculum Alignment
- The emerging research on curriculum alignment
- Facing the Scourge of the Test Score Zeitgeist
- The Zellmer study
- The Price-Baugh study
- The Moss-Mitchell study
- The practice of pedagogical parallelism
- A step-by-step guide to pedagogical parallelism as the key to deep curriculum alignment
- Creating a Viable Alternative to Testing as Mass Inspection
- Problems with current forms of high-stakes accountability tests
- Positive trends in state assessment programs
- Re-asserting the primacy of curriculum in the testing debate
- The terrain of struggle: what does it mean to teach social justice?
- Culprits
- Colleges of education: solutions or problems?
- Some popular myths about tests
- The nature of curriculum alignment
- Understanding the Dynamics of the Playing Field
- The basic construct: the curriculum and the test
- The United States: one nation--except for a curriculum
- The genius of the norm-referenced standardized test: an exam that doesn't need a curriculum or political decisions to determine passing or mastery scores
- Control code
- 49569378
- Dimensions
- unknown
- Extent
- 1 online resource (viii, 157 pages)
- Form of item
- online
- Isbn
- 9780585386379
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Specific material designation
- remote
- System control number
- (OCoLC)49569378
Subject
- Curriculum planning
- Curriculum planning -- United States
- EDUCATION -- Curricula
- Educational accountability
- Educational accountability -- United States
- Educational tests and measurements -- Social aspects
- Educational tests and measurements -- Social aspects -- United States
- United States
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.library.mst.edu/portal/Deep-curriculum-alignment--creating-a-level/L3JFWYcPApc/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.library.mst.edu/portal/Deep-curriculum-alignment--creating-a-level/L3JFWYcPApc/">Deep curriculum alignment : creating a level playing field for all children on high-stakes tests of educational accountability, Fenwick W. English, Betty E. Steffy</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.library.mst.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.library.mst.edu/">Missouri University of Science & Technology Library</a></span></span></span></span></div>
