Guest Editors: Amy I. Berman, Michael J. Feuer, and James W. Pellegrino
Vol. 683, May 2019
Testing tools are taking an increasingly large and often questionable role in American teaching, learning, and schooling. They are used to assess learning and achievement, to influence curriculum and instruction, to hold students and their teachers accountable for results, to guide decisions about placement at various levels of education, and to inform cross-national comparisons of educational systems. But are they appropriate and effective in every one of these uses? How should we assess the effectiveness of our own assessments?
Andrew Cherlin is the Benjamin H. Griswold III Professor of Sociology at Johns Hopkins University. His research focuses on changes in American family life. Specifically, he studies trends in marriage and divorce, the effects of divorce on children, intergenerational relationships, family policy, and welfare policy. In 1999, Cherlin was President of the Population Association of America, a nonprofit organization promoting research on and improvement of issues related to the human population.