1.0Harvard Gazettehttps://news.harvard.edu/gazetteharvardgazettehttps://news.harvard.edu/gazette/story/author/harvardgazette/Assessing the assessments — Harvard Gazetterich600338<blockquote class="wp-embedded-content" data-secret="aotsFKbl3E"><a href="https://news.harvard.edu/gazette/story/2008/06/assessing-the-assessments/">Assessing the assessments</a></blockquote><iframe sandbox="allow-scripts" security="restricted" src="https://news.harvard.edu/gazette/story/2008/06/assessing-the-assessments/embed/#?secret=aotsFKbl3E" width="600" height="338" title="“Assessing the assessments” — Harvard Gazette" data-secret="aotsFKbl3E" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" class="wp-embedded-content"></iframe><script>
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Educational testing is a fundamental part of the educational system in the United States, but many argue that far too much emphasis is placed on it. One influential voice in the lively, often contentious, testing debate belongs to Daniel Koretz, professor of education at the Harvard Graduate School of Education (HGSE), whose research focuses on educational assessment as it relates to educational policy, with an emphasis on the effects of high-stakes testing. His new book, titled “Measuring Up: What Educational Testing Really Tells Us” (Harvard University Press, 2008), is a detailed exploration of the pros and cons and complexities of testing.