Educators must make important decisions using complicated assessment data, but they don’t always have the expertise to interpret the data. How can they respond to this validity paradox?
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It’s time to think carefully about what it means for an international economic development organization to measure and compare our children and to provide policy prescriptions and advice.
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Learning how 15-year-olds perform on an international exam may provide good information for national policy makers, but local schools may need other choices for their decision making.
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