Effective Test Administration in Schools: Principles and Good Practices for Test Administrators

To establish academic achievement in any public school, teachers have to construct, administer and score tests or examinations. For a valid and reliable assessment of academic achievement, the tests should yield similar and consistent results/grades for comparable groups of students. The validity and reliability of assessment are dependent on many factors among which are administrations of the measurement. This paper focuses on test administration principles and good practices in schools; highlighting principles and good test administration practices and concluding with a summary of the suggestions that, if followed, lead to successful test administration in a any given public school system.

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Resource Needs of California Public Schools: Results from a Survey of Teachers, Principals, and Superintendents

Education Finance and Policy ◽

10.1162/edfp.2008.3.1.58 ◽

2008 ◽

Vol 3 (1) ◽

pp. 58-89 ◽

Cited By ~ 2

Author(s):

Jon Sonstelie

Keyword(s):

Academic Achievement ◽

Public Schools ◽

Public School ◽

Public School Teachers ◽

School Teachers ◽

Professional Educators ◽

School Budget ◽

Resource Needs ◽

California Public Schools ◽

Achievement Standards

This article reports the results of school budget simulations with 568 randomly selected California public school teachers, principals, and superintendents. Simulation participants were presented with the budget for a hypothetical school and asked to use that budget to employ the resources that would maximize the academic achievement of the school's students. Their responses were used to estimate the resources that professional educators believe their schools need to meet state academic achievement standards.

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Crossing the Line: Homophobic Speech and Public School Teachers

Encounters in Theory and History of Education ◽

10.24908/eoe-ese-rse.v5i0.641 ◽

2008 ◽

Vol 5 ◽

Author(s):

Paul Clarke ◽

Bruce MacDougall

Keyword(s):

Public School ◽

School System ◽

Role Model ◽

Freedom Of Expression ◽

The Other ◽

Public School System ◽

Public School Teachers ◽

School Teachers ◽

Equality Rights ◽

Legal Questions

The issue of a teacher’s expressed homophobic views outside the classroom and how those can be taken to affect his position as a teacher in a public school system has recently come up in the Kempling case. The case raises a host of educational and legal questions. In this article, we examine the competing constitutional claims relating to liberty and equality. On one hand, the teacher maintained that his rights to freedom of expression and freedom of religion, set out respectively under ss. 2(a) and 2(b) of the Charter, allowed him to make his controversial, public comments. On the other hand, the equality rights guaranteed under s. 15 of the Charter protect individuals from discrimination on the basis of sexual orientation. We argue that the suspension of Mr. Kempling by the British Columbia College of Teachers was necessary to uphold the equality rights and interests of gays and lesbians as well as to protect the integrity of the teacher's duty to act as both an educator and a role model.

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