{"title":"问责性测试有效性论证的历史视角","authors":"Edward H. Haertel, J. Herman","doi":"10.1111/J.1744-7984.2005.00023.X","DOIUrl":null,"url":null,"abstract":"Edward Haertel is a Professor of Education in the School of Education at Stanford University. Joan Herman is the Co-director of the Center for Research on Evaluation, Standards, and Student Testing (CRESST) and the UCLA Center for the Study of Evaluation. The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R305B960002, as administered by the Institute of Education Sciences (IES), and the U.S. Department of Education. The findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of the National Center for Education Research, the Institute of Education Sciences (IES), or the U.S. Department of Education. Part One FOUNDATIONS","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"104","resultStr":"{\"title\":\"A Historical Perspective on Validity Arguments for Accountability Testing\",\"authors\":\"Edward H. Haertel, J. Herman\",\"doi\":\"10.1111/J.1744-7984.2005.00023.X\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Edward Haertel is a Professor of Education in the School of Education at Stanford University. Joan Herman is the Co-director of the Center for Research on Evaluation, Standards, and Student Testing (CRESST) and the UCLA Center for the Study of Evaluation. The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R305B960002, as administered by the Institute of Education Sciences (IES), and the U.S. Department of Education. The findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of the National Center for Education Research, the Institute of Education Sciences (IES), or the U.S. Department of Education. Part One FOUNDATIONS\",\"PeriodicalId\":327133,\"journal\":{\"name\":\"Yearbook of The National Society for The Study of Education\",\"volume\":\"104 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2005-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"104\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Yearbook of The National Society for The Study of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1111/J.1744-7984.2005.00023.X\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Yearbook of The National Society for The Study of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1111/J.1744-7984.2005.00023.X","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
A Historical Perspective on Validity Arguments for Accountability Testing
Edward Haertel is a Professor of Education in the School of Education at Stanford University. Joan Herman is the Co-director of the Center for Research on Evaluation, Standards, and Student Testing (CRESST) and the UCLA Center for the Study of Evaluation. The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R305B960002, as administered by the Institute of Education Sciences (IES), and the U.S. Department of Education. The findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of the National Center for Education Research, the Institute of Education Sciences (IES), or the U.S. Department of Education. Part One FOUNDATIONS
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