Lorrie A. Shepard

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T his article is about classroom assessment--not the kind of assessments used to give grades or to satisfy the accountability demands of an external authority, but rather the kind of assessment that can be used as a part of instruction to support and enhance learning. On this topic, I am especially interested in engaging the very large number of educational(More)
A t many colleges and universities, the traditional model of science instruction—a professor lecturing a large group of students—is being transformed into one in which students play a more active role in learning. This has been attributed to mounting evidence that traditional lectures, recitations, and laboratory sessions do not guarantee that students(More)
---------------------------------------------------------------------------------------------------Originally presented in R. L. Linn (Chair), Effects of High-Stakes Educational Testing on Instruction and Achievement, symposium presented at the annual meeting of the American Educational Research Association and the National Council on Measurement in(More)
This paper examines the validity of measures of teacher effectiveness from the Tennessee Value Added Assessment System (TVAAS). Specifically, we consider the following claims regarding teacher effects: that they adequately capture teachers' unique contributions to student learning; that they reflect adequate standards of excellence for comparing teachers;(More)
SPURRED BY ITS POOR PERFORMANCE ON INTERNATIONAL TESTS, THE UNITED STATES IS NOW embarked on a new round of education standards development. Common Core State Standards have been released in English language arts and mathematics, and a draft framework for science education standards from the U.S. National Research Council provides a complex conception of(More)
year history. A standards-based vision was enacted in federal law under the Clinton administration with the 1994 reauthorization of the Elementary and Secondary Education Act (ESEA) and carried forward under the Bush administration with the No Child Left Behind Act (NCLB) of 2001. In a recent survey of policy makers, standards were acknowledged as the(More)
2 The present study was undertaken to document current early childhood assessment and testing practices in the states. For what purposes are young children assessed and how are they assessed? A decade ago, the most salient topics in early childhood education were inappropriate curriculum and its close corollary, inappropriate testing. Extensive efforts have(More)
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