Book review: The tyranny of educational testing and the ethics of responsibility

Journal of Literacy Research, Sep 1999 by Paris, Scott G, Paris, Alison H, Carpenter, Robert D

Moss, E (1996). Enlarging the dialogue in educational measurement: Voices from interpretive traditions. Educational Researcher, 25 (i), zo-28.

Paris, S.G. (1998). Why learner-centered assessment is better than high-stakes testing. In N. Lambert & B. McCombs (Eds.), Issues in school reform: A sampler of psychological perspectives on learner-centered schools (pp. 189-209). Washington, Dc: American Psychological Association.

Paris, S.G., & Ayres, L. (1994). Becoming reflective students and teachers using portfolios and authentic assessment. Washington, nc: American Psychological Association.

Smith, M.L. (1991). Put to the test: The effects of external testing on teachers. Educational Researcher, so (5), 8-11.

Urdan, TC., & Paris, S.G. (1994). Teachers' perceptions of standardized achievement tests. Educational Policy; 8, 137-156.

Valencia, S.W., Hiebert, E.H., & Afflerbach, PE (1994). Authentic reading assessment: Practices and possibilities. Newark, nE: International Reading Association.

Scott G. Paris

Alison H. Paris

Robert D. Carpenter

UNIVERSITY OF MICHIGAN