Phillip Harris is Executive Director of the Association for Educational Communications & Technology. He is the former Director of the Center for Professional Development at Phi Delta Kappa International and was a member of the faculty of Indiana University for 22 years, serving in both the Psychology Department and the School of Education.For 27 years, Bruce M. Smith was a member of the editorial staff of the Phi Delta Kappan, the flagship publication of Phi Delta Kappa International, the association for professional educators. He retired as editor-in-chief in 2008. He holds degrees from M.I.T., the University of New Hampshire, and Indiana University.Joan Harris has taught first, second, and third grades for more than 25 years. In 1997, she was recognized by the National Association for the Education of Young Children as the outstanding teacher of the year.

The book explains, using a load of research, why high-stakes standardized tests are less objective than many people believe, why they don’t adequately measure student achievement, how the results distort the validity of the assessment system, how these tests “inadvertently” lead young people to become “superficial thinkers,” and much more. The easy-to-read book does not only look at what’s wrong with tests but also discusses what “genuine accountability” looks like.

• Part 1 Introduction: This Is Not a TestPart 2 Chapter 1. Misunderstanding Accountability: The Big PicturePart 3 Chapter 2. The Tests Are Too NarrowPart 4 Chapter 3. The Tests Don't Measure Achievement AdequatelyChapter 5 Testing Autobiography: Phil's StoryPart 6 Chapter 4. The Tests Are Less Than ObjectiveChapter 7 Testing Autobiography: Bruce's StoryPart 8 Chapter 5. Rewards and Punishments Don't MotivateChapter 9 Testing Autobiography: Joan's StoryPart 10 Chapter 6. The Distortions of High StakesPart 11 Chapter 7. What's Left Out?Part 12 Chapter 8. Why Not More Direct Measurement?Part 13 Chapter 9. The Tests Don't Predict WellPart 14 Chapter 10. New Ideas for Genuine AccountabilityPart 15 Chapter 11. What's It All About?Part 16 Resource GuidePart 17 A Medley of ViewsChapter 18 'Reading' the Reading TestsChapter 19 Misunderstood Measurement MalletsChapter 20 A Use of Tests I Could SupportChapter 21 Within Limits, Tests Can Be UsefulChapter 22 Kids or Cows?Chapter 23 The Tests We Need TodayChapter 24 A SmokescreenChapter 25 The Game of SchoolPart 26 Say What?: An Abbreviated Glossary

Phillip Harris is Executive Director of the Association for Educational Communications & Technology. He is the former Director of the Center for Professional Development at Phi Delta Kappa International and was a member of the faculty of Indiana University for 22 years, serving in both the Psychology Department and the School of Education.For 27 years, Bruce M. Smith was a member of the editorial staff of the Phi Delta Kappan, the flagship publication of Phi Delta Kappa International, the association for professional educators. He retired as editor-in-chief in 2008. He holds degrees from M.I.T., the University of New Hampshire, and Indiana University.Joan Harris has taught first, second, and third grades for more than 25 years. In 1997, she was recognized by the National Association for the Education of Young Children as the outstanding teacher of the year.

The book explains, using a load of research, why high-stakes standardized tests are less objective than many people believe, why they don’t adequately measure student achievement, how the results distort the validity of the assessment system, how these tests “inadvertently” lead young people to become “superficial thinkers,” and much more. The easy-to-read book does not only look at what’s wrong with tests but also discusses what “genuine accountability” looks like.

• Part 1 Introduction: This Is Not a TestPart 2 Chapter 1. Misunderstanding Accountability: The Big PicturePart 3 Chapter 2. The Tests Are Too NarrowPart 4 Chapter 3. The Tests Don't Measure Achievement AdequatelyChapter 5 Testing Autobiography: Phil's StoryPart 6 Chapter 4. The Tests Are Less Than ObjectiveChapter 7 Testing Autobiography: Bruce's StoryPart 8 Chapter 5. Rewards and Punishments Don't MotivateChapter 9 Testing Autobiography: Joan's StoryPart 10 Chapter 6. The Distortions of High StakesPart 11 Chapter 7. What's Left Out?Part 12 Chapter 8. Why Not More Direct Measurement?Part 13 Chapter 9. The Tests Don't Predict WellPart 14 Chapter 10. New Ideas for Genuine AccountabilityPart 15 Chapter 11. What's It All About?Part 16 Resource GuidePart 17 A Medley of ViewsChapter 18 'Reading' the Reading TestsChapter 19 Misunderstood Measurement MalletsChapter 20 A Use of Tests I Could SupportChapter 21 Within Limits, Tests Can Be UsefulChapter 22 Kids or Cows?Chapter 23 The Tests We Need TodayChapter 24 A SmokescreenChapter 25 The Game of SchoolPart 26 Say What?: An Abbreviated Glossary

Phillip Harris is Executive Director of the Association for Educational Communications & Technology. He is the former Director of the Center for Professional Development at Phi Delta Kappa International and was a member of the faculty of Indiana University for 22 years, serving in both the Psychology Department and the School of Education.For 27 years, Bruce M. Smith was a member of the editorial staff of the Phi Delta Kappan, the flagship publication of Phi Delta Kappa International, the association for professional educators. He retired as editor-in-chief in 2008. He holds degrees from M.I.T., the University of New Hampshire, and Indiana University.Joan Harris has taught first, second, and third grades for more than 25 years. In 1997, she was recognized by the National Association for the Education of Young Children as the outstanding teacher of the year.

The book explains, using a load of research, why high-stakes standardized tests are less objective than many people believe, why they don’t adequately measure student achievement, how the results distort the validity of the assessment system, how these tests “inadvertently” lead young people to become “superficial thinkers,” and much more. The easy-to-read book does not only look at what’s wrong with tests but also discusses what “genuine accountability” looks like.

• Part 1 Introduction: This Is Not a TestPart 2 Chapter 1. Misunderstanding Accountability: The Big PicturePart 3 Chapter 2. The Tests Are Too NarrowPart 4 Chapter 3. The Tests Don't Measure Achievement AdequatelyChapter 5 Testing Autobiography: Phil's StoryPart 6 Chapter 4. The Tests Are Less Than ObjectiveChapter 7 Testing Autobiography: Bruce's StoryPart 8 Chapter 5. Rewards and Punishments Don't MotivateChapter 9 Testing Autobiography: Joan's StoryPart 10 Chapter 6. The Distortions of High StakesPart 11 Chapter 7. What's Left Out?Part 12 Chapter 8. Why Not More Direct Measurement?Part 13 Chapter 9. The Tests Don't Predict WellPart 14 Chapter 10. New Ideas for Genuine AccountabilityPart 15 Chapter 11. What's It All About?Part 16 Resource GuidePart 17 A Medley of ViewsChapter 18 'Reading' the Reading TestsChapter 19 Misunderstood Measurement MalletsChapter 20 A Use of Tests I Could SupportChapter 21 Within Limits, Tests Can Be UsefulChapter 22 Kids or Cows?Chapter 23 The Tests We Need TodayChapter 24 A SmokescreenChapter 25 The Game of SchoolPart 26 Say What?: An Abbreviated Glossary