Item Details

Deep Curriculum Alignment: Creating a Level Playing Field for All Children on High-Stakes Tests of Educational Accountability

Fenwick W. English, Betty E. Steffy
Format
Book
Published
Lanham, Md. : Scarecrow Press, 2001.
Language
English
Series
Scarecrow Education
Scarecrow Education Book
ISBN
0810839709 (alk. paper), 0810839717 (alk. paper)
Contents
  • 1 Facing the Scourge of the Test Score Zeitgeist 1
  • Culprits
  • Some popular myths about tests
  • Nature of curriculum alignment
  • 2 Understanding the Dynamics of the Playing Field 25
  • Basic construct: the curriculum and the test
  • United States: one nation--except for a curriculum
  • Genius of the norm-referenced standardized test: an exam that doesn't need a curriculum or political decisions to determine passing or mastery scores
  • Understanding the forces that comprise the "playing field"
  • Fallacy of "value added" measures: using test score gains to pay teachers
  • "Teaching to the test" conundrum: what is ethical?
  • 3 Initiating Actions to Level the Competitive Playing Field 55
  • Frontloading or backloading?
  • Curriculum as organizational memory
  • Where to start the alignment process?
  • Steps in developing a frontloaded curriculum
  • 4 Engaging in Deep Curriculum Alignment 87
  • Emerging research on curriculum alignment
  • Zellmer study
  • Price-Baugh study
  • Moss-Mitchell study
  • Practice of pedagogical parallelism
  • A step-by-step guide to pedagogical parallelism as the key to deep curriculum alignment
  • 5 Creating a Viable Alternative to Testing as Mass Inspection 115
  • 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
  • Terrain of struggle: what does it mean to teach social justice?
  • Colleges of education: solutions or problems?.
Description
viii, 157 p. : ill. ; 23 cm.
Notes
Includes bibliographical references and indexes.
Technical Details
  • Access in Virgo Classic

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    g| 1 t| Facing the Scourge of the Test Score Zeitgeist g| 1 -- t| Culprits -- t| Some popular myths about tests -- t| Nature of curriculum alignment -- g| 2 t| Understanding the Dynamics of the Playing Field g| 25 -- t| Basic construct: the curriculum and the test -- t| United States: one nation--except for a curriculum -- t| Genius of the norm-referenced standardized test: an exam that doesn't need a curriculum or political decisions to determine passing or mastery scores -- t| Understanding the forces that comprise the "playing field" -- t| Fallacy of "value added" measures: using test score gains to pay teachers -- t| "Teaching to the test" conundrum: what is ethical? -- g| 3 t| Initiating Actions to Level the Competitive Playing Field g| 55 -- t| Frontloading or backloading? -- t| Curriculum as organizational memory -- t| Where to start the alignment process? -- t| Steps in developing a frontloaded curriculum -- g| 4 t| Engaging in Deep Curriculum Alignment g| 87 -- t| Emerging research on curriculum alignment -- t| Zellmer study -- t| Price-Baugh study -- t| Moss-Mitchell study -- t| Practice of pedagogical parallelism -- t| A step-by-step guide to pedagogical parallelism as the key to deep curriculum alignment -- g| 5 t| Creating a Viable Alternative to Testing as Mass Inspection g| 115 -- t| Problems with current forms of high-stakes accountability tests -- t| Positive trends in state assessment programs -- t| Re-asserting the primacy of curriculum in the testing debate -- t| Terrain of struggle: what does it mean to teach social justice? -- t| Colleges of education: solutions or problems?.
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