Gary: with all due respect for those who post here, thank you for your patience with nit - picking, e.g., we could argue interminably over the use of the terms «validity» and «reliability» and «bias» as they are used generally and as they are used in very specific ways by psychometricians when talking about the construction and administration of standardized tests and the inferences that could be
drawn about test scores.
Not exact matches
School systems can and should do much more to
draw upon the knowledge and expertise of these staff members, and now that the national conversation
about school improvement has begun to expand beyond its narrow fixation on
test -
score gains in reading and math, policy makers may be ready to take a fresh look at their work.
And there's the difficulty of
drawing the right conclusions
about teacher performance from very small numbers of student
test scores, an especially tough challenge in elementary schools, where teachers typically work with a single classroom of students every day.
Although
scores of parenting programs for young children have been and are currently being used in communities throughout North America, in only a relatively few cases has their long - term efficacy been
tested using comparison groups, much less with a randomized control trial (RCT).17, 18 Thus,
drawing firm conclusions
about their effectiveness in improving young children's social and emotional outcomes is limited to a few investigators who have used more rigorous methods.