Richard P. Phelps' Home Page
Richard P. Phelps's Web Page
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Education:
PhD: U.Penn (Wharton); Master's: Harvard, Indiana; Bachelor's: Washington (St. Louis)
Book Review Editor, Educational Horizons, the quarterly journal of Pi Lambda Theta
Postings: Organisation for Economic Co-operation and
Development (OECD); National Evaluation Systems; Westat; U.S. General
Accounting Office (GAO); Indiana Education Department; Harvard Business
School; Professeur de Mathématiques, Séminaire St. Augustin, Baskouré,
Burkina Faso
Awards: Research Fellowships: Educational Testing
Service; American Education Finance Association; the National Center
for Education Statistics; Morganthau Fellow (Wharton); Kennedy Fellow,
Gustav Harris Scholarship (Harvard)
Contact: richardpphelps (at) yahoo (dot) com
Links to:
Third Education Group #
Third Education Group Review #
The Dissolution of Education Knowledge (pdf) #
Censorship has many fathers
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Links and citations are listed in these categories, respectively, below:
New Books Coming!
Standardized Testing Primer #
Defending Standardized Testing #
Kill the Messenger
International #
Testing #
Education Finance #
Methodological/Evaluation #
In Defense of Testing columns
Not on the Web: (International) #
(Testing) #
(Education Finance) #
(Methodological/Evaluation)
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New Books Coming!
Correcting Fallacies about Educational and Psychological Testing (American Psychological Association, December 2008),
with contributions from: Wayne Camara, Janet Carlson, Kurt Geisinger,
Linda Gottfredson, Ron Hambleton, Jacqueline Leighton, Mike McDaniel, Tom Oakland, Ernest O'Boyle, Richard Phelps, Steve Sireci
ISBN: 9781433803925 or 1433803925
LB3051.C6386 2009
371.26'2--dc22
Gérer et contrôler la qualité des évaluations standardisées dans un contexte académique et entrepreneurial à l'aide d'un « Assessment Management System » « open source » et « web based » intitulé ExAMS (2008) with contributions from: Jean-Luc Gilles, Pascal Detroz, Vinciane Crahay, Jean-Philippe Humblet, Emilio Aliss, Martine Jaminon, Bernadette Charlier, Marie Lambert, Richard Phelps, Nacuzo Sall, Jenni Choi, Salvatore Tinnirello, Audrey Mohr, Hung Lê, Claude Hubert, André Thonard, Pierre Ramelot, Guy Fox, Charles-Henri Russon, Michel Dujeux, Renaud Mainferme, Geoffray Radermaecker
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Standardized Testing Primer (Peter Lang, 2007)
The Standardized Testing Primer provides non-specialists with a thorough overview of this controversial and complicated
topic. It eschews the statistical details of scaling, scoring, and measurement that are widely available in textbooks and at testing organization Web sites, and instead describes standardized testing’s social and political roles and its practical uses—who tests, when, where, and why. Topics include: an historical
background of testing’s practical uses in psychology, education, and the workplace; the varied structures of educational testing programs and systems across countries; the mechanics of test development and quality assurance; and current trends in test development and administration. A glossary and bibliography are also provided. The Standardized Testing Primer is an ideal text for teaching this subject to undergraduate and graduate students.
Table of Contents:
Introduction
Aptitude or Achievement: Two Separate Historical Paths
The Effects of Testing
Mechanics of Test Development and Quality Assurance
Conclusion
References & Resources
Find at Peter Lang Publishing, at
Amazon, or at
Barnes and Noble
Search: FetchBook.info
ISBN: 9780820497419 082049741X
OCLC: 155715191 paper
LOC: LB3051.P543
Dewey: 371.26'2-dc22
Reviews for Standardized Testing Primer
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Defending Standardized Testing (Lawrence Erlbaum, 2005)
The education reform movement of
the past two decades has focused on raising academic standards. Some
standards advocates attach a testing mechanism to gauge the extent to
which high standards are actually accomplished, whereas some critics
accuse the push for standards and testing of impeding reform and
perpetuating inequality. At the same time, the testing profession has
produced advances in the format, accuracy, dependability, and utility
of tests. Never before has obtaining such an abundance of accurate and
useful information about student learning been possible. Meanwhile, the
American public remains steadfast in support of testing to measure
student performance and monitor the performance of educational systems.
Many educational testing experts who acknowledge the benefits of
testing also believe that those benefits have been insufficiently
articulated. Although much has been written on standardized testing
policy, most of the published material has been written by opponents.
The contributing authors of this volume are both accomplished
researchers and practitioners who are respected and admired worldwide.
They bring to the project an abundance of experience working with
standardized tests.
The goal of Defending Standardized Testing is to: describe current
standardized testing policies and strategies; explain many of the
common criticisms of standardized testing; document the public support
for, and the realized benefits of, standardized testing; acknowledge
the limitations of, and suggest improvements to, testing practices;
provide guidance for structuring testing programs in light of public
preference and the No Child Left Behind Act; and
present a defense of standardized testing and a practical vision for
its promise and future.
Table of Contents:
J.J. Fremer, Foreword: The Rest of the Story
R.P. Phelps, Persistently Positive: Forty Years of Public Opinion on Standardized Testing.
G.J. Cizek, High-Stakes Testing: Contexts, Characteristics, Critiques, and Consequences.
R.P. Phelps, The Rich, Robust Research Literature on Testing's Achievement Benefits.
D. Goodman, R.K. Hambleton, Some Misconceptions About Large-Scale Assessments.
S.G. Sireci, The Five Most Frequently Unasked Questions About Standardized Testing.
G.K. Cunningham, Must High-Stakes Mean Low Quality?
C. Buckendahl, R. Hunt, The Relationship Between the "Rules" and "Law" of Testing.
L. Crocker, Teaching FOR the Test: How and Why Test Preparation is Appropriate.
B.S. Plake, Doesn't Everybody Know That 70% Is Passing?
K.F. Gelsinger, The Testing Industry, Ethnic Minorities and Those with Disabilities.
D. Rogosa, API Awards and the Orange County Register Margin of Error Folly.
M.L. Bourque, Leave no Standardized Test Behind.
ISBN: 0805849114 cloth # 0805849122 paper
Reviews for Defending Standardized Testing
Available at your friendly neighborhood virtual bookstore, or through
Lawrence Erlbaum Associates: #
cloth #
paper
or
eBooks
Amazon
#
Barnes&Noble
#
AbeBooks
Search: FetchBook.info
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Kill the Messenger (Transaction, 1st Printing, 2003 (cloth); 2nd Printing, 2005 (paper); 3rd Printing, 2008 (paper))
Description: In response to public
demand, new federal legislation requires testing of most students in
the United States in reading and mathematics, for grades three through
eight. In much of the country, this new order promotes an Increase in
the amount of standardized testing. Many educators, parents, and
policymakers who have paid little attention to testing policy issues in
the past will now do so. They deserve to have better information on the
topic than has generally been available, and Kill the Messenger is intended to fill this gap. Kill the Messenger
is perhaps the most thorough and authoritative work in defense of
educational testing ever written. Phelps points out that much research
conducted by education insiders on the topic is based on ideological
preference or profound self-interest. It is not surprising that they
arrive at emphatically anti-testing conclusions. He notes that external
and high stakes testing in particular attracts a cornucopia of
invective. Much, if not most, of this hostile research is passed on to
the public by journalists as if it were neutral, objective, and
independent. Kill the Messenger describes the current debate,
the players, their interests, and their positions. It explains and
refutes many of the common criticisms of testing. It describes testing
opponents strategies, through case studies of Texas and the SAT. It
acknowledges testings limitations, and suggests how it can be improved.
It defends testing by comparing it with its alternatives. And finally,
it outlines the consequences of losing the war on standardized testing.
ISBN Nos. 0765801787 (cloth) # 1412805120 (2nd printing, paper) # 1412805124 (3rd printing, paper)
Library of Congress call number: LB3051 .P54 2003
Dewey Decimal System number: 371.26/2
Association of American Publishers' Summary of Kill the Messenger
Reviews for Kill the Messenger: The War on Standardized Testing
Selected as a Profiler's Pick by YBP, Inc. and Academia Magazine from among their CORE 1000 recommended books for academic libraries, 2003/2004.
"Reviews the debate over standardized testing requirements and argues in favor of testing."
Available at your friendly neighborhood virtual bookstore: (or through Transaction Publishers)
Abe Books
#
Amazon
#
Barnes&Noble
SEARCH: FetchBook.info
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INTERNATIONAL:
Higher Education: An International Perspective (c)2003, Richard P. Phelps
...also available in paper and microfiche from ERIC, no. ED474484, Clearinghouse no. HE035711
Organisation for Economic Co-operation and Development, Centre for Educational Research and
Innovation (2000)
Investing in Education: Analysis of the 1999 World Education Indicators,
Paris: Author, October.
Trends in large-scale, external testing outside the United States, Educational Measurement: Issues and Practice (EMIP), V.19, N.1, Spring 2000.
Are U.S. students the most heavily tested on earth? Educational Measurement: Issues and Practice, V.15, N.3, Fall 1996
U.S. Department of Education. National Center for Education Statistics. Education in States and Nations, (2nd ed.), NCES 96-160, by Richard P. Phelps, Thomas M. Smith, and Nabeel Alsalam.Washington, DC: 1996.
U.S. Department of Education. National Center for Education Statistics. International Education
Expenditure Comparability Study: Final Report, (Vol. 2). Working Paper #17, by Richard P. Phelps and Shelley Burns. Washington, DC: 1997.
Phelps, Richard P. (1998) "How U.S. Students Have it Easy (and Hard)," Education Week, September 9.
TESTING:
Characteristics of an effective testing system
Further Comment on "Lake Woebegone," Twenty Years Later #
A Tribute to John J. Cannell
The source of Lake Wobegon #
See Bas Braams' excellent essay on this topic.
Educational testing policy: Stuck between two political parties
Standardized testing, regrettable food, urine therapy, and trichotillomania
(Adults Only!)
Organizations and Individuals to Contact for Information on Testing
Economic Perspectives on Standardized Testing (powerpoint file)
High Stakes: Testing for Tracking, Promotion, and Graduation, book review, Educational and Psychological Measurement, Vol.60, No.6, December 2000.
Phelps, Richard P. (1999) "A Look at the National Research
Council's Critique of Test Utility Studies." The Industrial-Organizational Psychologist. Society
of Industrial-Organizational Psychologists, April.
The Demand for Standardized Student Testing, Educational Measurement: Issues and Practice, V.17, N.3, Fall 1998.
Trends in large-scale, external testing outside the United States, Educational Measurement: Issues and Practice (EMIP), V.19, N.1, Spring 2000.
Are U.S. students the most heavily tested on earth? Educational Measurement: Issues and Practice, V.15, N.3, Fall 1996
Phelps, Richard P. (1998) "Test Basher Arithmetic," Education Week, March 11.
Phelps, Richard P. (1993) "The Weak and Strong Arguments Against National Testing," Education Week,
May 19.
U.S. General Accounting Office, Student Testing: Current Extent and Expenditures, With Cost
Estimates for a National Examination. PEMD-93-8 January 13, 1993
http://www.gao.gov (click on "GAO Reports" > "Find GAO Reports" > request report #PEMD-93-8
EDUCATION FINANCE:
U.S. General Accounting Office, Student Testing: Current Extent and Expenditures, With Cost Estimates for a National Examination. PEMD-93-8 January 13, 1993
http://www.gao.gov (click on "GAO Reports" > "Find GAO Reports" > request report #PEMD-93-8
"A Primer on Privatization," July 2001
STATISTICAL/METHODOLOGY/EVALUATION:
Standardized testing, regrettable food, urine therapy, and trichotillomania
(Adults Only!)
"A review of the Manhattan Institute's Graduation Rates in the United States," Practical, Assessment, Research, and Evaluation, v.10, n.15
U.S. Department of Education. National Center for Education Statistics. Features of Occupational Programs at the Secondary and Postsecondary Education Levels. NCES 2001-018, by Richard P. Phelps, Basmat Parsad, Elizabeth Farris, and Lisa Hudson. Project Officer:
Bernard Greene. Washington, DC: 2001.
U.S. Department of Education. National Center for Education Statistics. State Indicators in
Education 1997, NCES 97-376, by Richard P. Phelps, Andrew Cullen, Jack C. Easton, and
Clayton M. Best. Project Officer, Claire Geddes. Washington, DC: 1997.
Phelps, Richard P. (1992) "The Case for U.S. Metric Conversion Now," Education Week, December 9.
Censorship has many fathers
In Defense of Testing columns written by others:
Elizabeth Carson, "Testing Opponents Relentless in New York City"
Elizabeth Carson, a review of Time magazine article, "Inside the new SAT"
Irrelevance of Reliability Coefficients to Accountability Systems:
Statistical Disconnect in Kane-Staiger "Volatility in School Test
Scores"
David Rogosa, Stanford University, October 2002
David Rogosa, The Volatility Folly, and a critique of the Orange County Register series on school accountability systems
CollegeBoard, Colleges that do not Require the SAT or ACT
Do
Standardized Multiple-Choice Tests Penalize Deep-Thinking or Creative
Students? Report Series: ETS RR-02-15, Donald E. Powers and James C.
Kaufman
Not on the Web (INTERNATIONAL):
"Benchmarking to the World's Best in Mathematics: Quality Control in Curriculum and
Instruction Among the Top-Performing Countries on the TIMSS," Evaluation Review, August
2001
Review of Survey Items on Continuing Education and Training, NCES-OECD, Feb. 1998
"Student Achievement and Adult Literacy," chapter 6, Education at a Glance: OECD Indicators,
Centre for Educational Research and Innovation, OECD, 1997
Description and Status of U.S.-based International Benchmarking Efforts, NCES, 1997
"International Comparisons of Public Expenditures on Education," in: The Condition of
Education, 1998, _1997, _1996, _1995, _1994, NCES
Survey of Countries' Practices Benchmarking Math Standards, NCES, 1996
"Education in States and Nations" in Measuring What Students Learn, OECD, 1995
"Education Finance Indicators: What Can We Learn From Comparing States With Nations?" in
Developments in School Finance, NCES, January 1995.
An Overview of the Korean Vocational Education System, PES, July 1994
"American Public Opinion on Trade, 1950-1990," Business Economics, (v.28 n.3), July 1993
"A Welcome Rain Falls in West Africa," The Christian Science Monitor, June 23, and on Monitor
Radio, June 26-28, 1987.
Not on the Web (TESTING):
"Estimating the Cost of Systemwide Student Testing in the United States," Journal of Education Finance (JEF), Winter 2000
"Extent and Character of Systemwide Testing in the U.S." Educational Assessment, V.4, N.2,
1997
"The Fractured Marketplace for Standardized Testing," book review, Economics of Education Review, (v.13 n.4) December, 1994
"The Economics of Standardized Testing," delivered at the annual meeting of the American Education Finance Association, 1994
"Benefit-Cost Analyses of Testing Programs," delivered at the annual
meeting of the American Education Finance Association, 1994
"National Testing, Pro and Con," The Education Digest, November, 1993.
Not on the Web (EDUCATION FINANCE):
National Assessment of Vocational Education: Funding and Accountability, PES, forthcoming
"Estimating the Cost of Systemwide Student Testing in the United States," Journal of Education Finance (JEF), Winter 2000
"The Effect of University Host Community Size on State Growth," Economics of Education
Review, v.17,n.2, 1998.
"Education System Benefits of U.S. Metric Conversion," Evaluation Review, Feb. 1996.
"Education Finance Indicators: What Can We Learn From Comparing States With Nations?" in
Developments in School Finance, NCES, January 1995.
"The Fractured Marketplace for Standardized Testing," book review, Economics of Education Review, (v.13 n.4) December, 1994
"The Economics of Standardized Testing," delivered at the annual meeting of the American Education Finance Association, 1994
"Benefit-Cost Analyses of Testing Programs," delivered at the annual
meeting of the American Education Finance Association, 1994
"Education Finance in States and Nations," delivered at the annual meeting of the American Education Finance Association, 1994
"Sensitivity Analysis of International Education Finance
Indicators," delivered at the annual meeting of the American Education
Finance Association, 1994
Not on the Web (STATISTICAL/METHODOLOGY/EVALUATION):
Longitudinal Data Analysis -- A Guide for NCES Data Users, Chapter 3, NCES, forthcoming
Doctoral Scientists and Engineers in the United States, 1997, NSF, November 2000
"The Effect of University Host Community Size on State Growth," Economics of Education Review, v.17,n.2, 1998.
Review of Survey Items on Continuing Education and Training, NCES-OECD, Feb. 1998
Review of Proposed Indicators for Network B-Student Outcomes, NCES-OECD, July 1997
"Student Achievement and Adult Literacy," chapter 6, Education at a Glance: OECD Indicators,
Centre for Educational Research and Innovation, OECD, 1997
"International Comparisons of Public Expenditures on Education," in: The Condition of
Education, 1998, _1997, _1996, _1995, _1994, NCES
"Education System Benefits of U.S. Metric Conversion," Evaluation Review, Feb. 1996.
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