MARC Record from Marygrove College

LEADER: 06239cam a2200889 i 4500
001 ocn851572843
003 OCoLC
005 20191109072638.2
008 130625s2014 ilua b 001 0 eng c
010 $a 2013025706
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035 $a(OCoLC)851572843$z(OCoLC)872631848$z(OCoLC)936057538
042 $apcc
043 $an-us---
050 00 $aLB3060.33.G45$bM98 2012
082 00 $a373.126/2$223
049 $aMAIN
245 04 $aThe myth of achievement tests :$bthe GED and the role of character in American life /$cedited by James J. Heckman, John Eric Humphries, and Tim Kautz.
246 30 $aGED and the role of character in American life
264 1 $aChicago ;$aLondon :$bThe University of Chicago Press,$c2014.
300 $axvi, 452 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 413-430) and index.
505 00 $tAchievement tests and the role of character in American life /$rJames J. Heckman and Tim Kautz --$tThe History of the GED.$tAn institutional history of the GED /$rLois M. Quinn ;$tGrowth in GED testing /$rJohn Eric Humphries --$tEvaluating the Benefits.$tWho are the GEDs? /$rJames J. Heckman, John Eric Humphries, and Tim Kautz ;$tThe economic and social benefits of GED certification /$rJames J. Heckman, John Eric Humphries, and Tim Kautz ;$tThe military performance of GED holders /$rJanice H. Laurence --$tThe GED Creates Problems.$tThe GED testing program induces students to drop out /$rJames J. Heckman, John Eric Humphries, Paul A. Lafontaine, and Pedro Rodríguez ;$tHigh-stakes testing and the rise of the GED /$rAndrew Halpern-Manners, John Robert Warren, and Eric Grodsky --$tWhat Can Be Done to Promote Character?.$tFostering and measuring skills : interventions that improve character and cognition /$rJames J. Heckman and Tim Kautz ;$tWhat should be done? /$rJames J. Heckman, John Eric Humphries, and Tim Kautz.
520 $a"Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue"--From the dust-jacket front flap.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aGED tests.
650 0 $aAcademic achievement$zUnited States$xTesting.
650 0 $aEducational tests and measurements$xStandards$zUnited States.
650 0 $aPersonality development.
650 7 $aAcademic achievement$xTesting.$2fast$0(OCoLC)fst00794971
650 7 $aEducational tests and measurements$xStandards.$2fast$0(OCoLC)fst00903687
650 7 $aGED tests.$2fast$0(OCoLC)fst01798211
650 7 $aPersonality development.$2fast$0(OCoLC)fst01058738
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 7 $aBegabungstest.$0(DE-588)4005237-0$2gnd
650 7 $aIntelligenztest.$0(DE-588)4027254-0$2gnd
650 7 $aStandardprov.$2sao
650 7 $aKunskapskontroll.$2sao
650 7 $aKunskapsprov.$2sao
650 7 $aUtbildningsreformer.$2sao
650 7 $aMotivation.$2sao
650 7 $aStudiemotivation.$2sao
650 7 $aLärande$xsociala aspekter.$2sao
650 7 $aPersonlig utveckling.$2sao
650 7 $aUtbildning.$2sao
700 1 $aHeckman, James J.$q(James Joseph),$eeditor.
700 1 $aHumphries, John Eric,$eeditor.
700 1 $aKautz, Tim,$eeditor.
856 41 $uhttps://opac.eui.eu/client/en_GB/default/search/detailnonmodal/ent:$002f$002fSD_ILS$002f0$002fSD_ILS:393089/one$zFull-text
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