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Consequences of No Child Left Behind on Educational Evaluation: New Directions for Evaluation, Number 117

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Consequences of No Child Left Behind on Educational Evaluation: New Directions for Evaluation, Number 117

Tiffany Berry (Editor), Rebecca M. Eddy (Editor)

ISBN: 978-0-470-28238-0 April 2008 Jossey-Bass 120 Pages

Description

This volume explores how key aspects of No Child Left Behind (NCLB) have transformed the landscape of educational evaluation, and ultimately how this process is redefining what evaluation is within the educational evaluation community.

In their chapters, the authors examine case studies, critical commentaries, and technical information related to the nexus between evaluation and NCLB. The volume is intended to stimulate conversation around fundamental issues in the discipline of evaluation, including blurring the lines among research, evaluation, and assessment; prioritizing summative evaluations over formative; using questions to drive research design rather than the reverse; balancing accountability requirements with other stakeholder needs; exploring the role of evaluation capacity building in an institutional setting; understanding the availability and appropriate use of assessment data; and defining learning outcomes that are based on standardized test scores alone.

Evaluative activities have become integrated into the fabric of NCLB primarily through two core aspects of the legislation: responding to accountability systems and implementing scientifically based research. One plausible consequence of this close integration is that the purpose, design, and practice of evaluation may actually be transformed by this legislation. This volume describes these transformative influences and then explores the potential consequences.

This is the 117th volume of the Jossey-Bass quarterly report series New Directions for Evaluation, an official publication of the American Evaluation Association.


Editors' Notes, Tiffany Berry, Rebecca M. Eddy 1

A Legislative Overview of No Child Left Behind, Jack I. Mills 9

Consequences of No Child Left Behind on Evaluation Purpose, Design, and Impact, Linda Mabry 21

Evaluative Thinking and Action in the Classroom, Meta Nelson, Rebecca M. Eddy 37

Using Evaluation Data to Strike a Balance Between Stakeholders and Accountability Systems, Lisa N. T. Schmitt, Maria Defino Whitsett 47

Responding to Accountability Requirements While Promoting Program Improvement, Blanca Flor Guillen-Woods, Monica A. Kaiser, Maura J. Harrington 59

Measuring Student Progress: Changes and Challenges Under No Child Left Behind, Mariam Azin, Miriam G. Resendez 71

The Influence of Scientific Research and Evaluation on Publishing Educational Curriculum, Marcy Baughman 85

Challenges and Opportunities Revealed by the Impact of No Child Left Behind on Evaluation as a Discipline, Rebecca M. Eddy, Tiffany Berry 95

Index 105