College of Education and Human Development
Limits on Student Testing Make Sense, Mason Experts Say
October 30, 2015
Is there too much testing in the nation’s public schools?
The Obama administration believes so and has called for a cap on assessment so no child will spend more than two percent of classroom time taking tests. Is less testing the right direction, and what would be the ramifications for Common Core, teacher evaluations, and the overall role of testing in the student experience?
George Mason University offers these experts for informed insight.
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Rodney Hopson, professor at the Center for Education Policy and Evaluation, can comment on how testing could be better integrated into the educational template.
“The administration’s call for a limit on testing is in alignment with the current research that speaks to these issues,” Hopson said. “This is something that some of us in education policy and evaluation and research think is about time.”
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Mark Ginsberg is the dean of Mason’s College of Education and Human Development. He has more than 30 years of experience as a professor, psychologist, senior administrator in higher education institutions, and leader of human service and national professional associations.
He can offer authoritative insight into the educational process and where testing fits as part of student and teacher evaluations.
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George Mason University's College of Education and Human Development (CEHD) includes two schools: the Graduate School of Education, one of the most comprehensive education schools in Virginia, and the School of Recreation, Health, and Tourism. CEHD offers a full range of courses, certificates, and degree programs on campus, online, and on site to more than 4,000 students each year. CEHD is fully accredited by NCATE, and all licensure programs are approved by the Virginia Department of Education. George Mason University, located just outside of Washington, DC, is Virginia's largest public research university.
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