Review of Measuring to Improve: Practical Measurement to Support Continuous Improvement in Education, by P. G. LeMahieu & P. Cobb

Autores/as

  • Audrey Amrein-Beardsley Arizona State University

DOI:

https://doi.org/10.14507/er.v33.4401

Biografía del autor/a

Audrey Amrein-Beardsley, Arizona State University

Audrey Amrein-Beardsley is a professor in the Educational Policy and Evaluation Division of the Mary Lou Fulton College for Teaching and Learning Innovation. Her research interests include educational policies, measurement and measurement-based systems, research methods, and educational policies and systems based upon high-stakes tests and value-added models (VAMs). She is author of over 100 peer reviewed and editorially reviewed journal articles and two academic books on these topics. She has been recognized as being one of the “Top Edu-Scholars in the Nation,” honored by Education Week for being a university-based academic contributing to the public discourse and current thought surrounding America’s public schools. Her research has also been highlighted in popular press outlets, including National Public Radio (NPR), The New York Times, USA Today, The Washington Post, Education Week, and HBO’s Last Week Tonight with John Oliver. She has also served as an expert witness on behalf of many educators across states and districts, as per some of the lawsuits about the consequential (mis)uses of test scores.

Citas

American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME). (2014). Standards for educational and psychological testing. AERA. https://www.testingstandards.net/open-access-files.html

Amrein-Beardsley, A. (2008). Methodological concerns about the Education Value-Added Assessment System (EVAAS). Educational Researcher, 37(2), 65–75. https://doi.org/10.3102/0013189X0831642

Amrein-Beardsley, A. (2014). Rethinking value-added models in education: Critical perspectives on tests and assessment-based accountability. Routledge.

Amrein, A. L., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18). https://doi.org/10.14507/epaa.v10n18.2002

Amrein-Beardsley, A., & Close, K. (2019). Teacher-level value-added models (VAMs) on trial: Empirical and pragmatic issues of concern across five court cases. Educational Policy. https://doi.org/10.1177/0895904819843593

Amrein-Beardsley, A., & Collins, C. (2012). The SAS Education Value-Added Assessment System (EVAAS): A review of the intended and unintended consequences. Education Policy Analysis Archives, 20(12). https://epaa.asu.edu/index.php/epaa/article/view/1096

Amrein-Beardsley, A., & Geiger, T. (2020). Methodological concerns about the Education Value-Added Assessment System (EVAAS): Validity, reliability, and bias. SAGE Open, 10(2). https://doi.org/10.1177/2158244020922224

Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. https://doi.org/10.1111/jedm.12000

Popham, W. J. (2008). Transformative assessment. ASCD.

U.S. Department of Education. (2002). No Child Left Behind Act of 2001 (Pub. L. No. 107–110, 115 Stat. 1425). https://www.govinfo.gov/content/pkg/PLAW-107publ110/pdf/PLAW-107publ110.pdf

[Book Reviewed] LeMahieu, P. G., & Cobb, P. (Eds.) (2025). Measuring to improve: Practical measurement to support continuous improvement in education. Harvard Education Press.

Descargas

Publicado

2026-01-07

Cómo citar

Amrein-Beardsley, A. (2026). Review of Measuring to Improve: Practical Measurement to Support Continuous Improvement in Education, by P. G. LeMahieu & P. Cobb. Reseñas Educativas, 33. https://doi.org/10.14507/er.v33.4401

Número

Vol. 33 (2026)

Sección

Reseñas de libros

Licencia

Derechos de autor 2026 Audrey Amrein-Beardsley

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.

 

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