000			01947nam a22003615i 4500
001			21272452
003			US-djbf
005			20210811114742.0
006			m d
007			cr cn|||||||||
008			191028s2020 dcu 000 0 eng
010			_a2019953613
020			_a9781464814181 _q(paperback)
020			_z9781464814198 _q(ebook)
035			_a(The World Bank)21272452
040			_aDLC _beng _erda _cDLC
042			_apcc
100	1		_aKellaghan, Thomas, _eauthor. _929066
245	1	0	_aPublic examinations examined / _cThomas Kellaghan, Vincent Greaney.
263			_a202012
264		1	_aWashington : _bWorld Bank Group, _c2020.
300			_a1 online resource (pages cm)
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
347			_adata file _2rda
520	3		_a"High-stakes public examinations exert a dominant influence in most education systems. They affect both teacher and student behavior, especially at the middle and upper levels of secondary education. The content of past examinations tends to dictate what is taught and how it is taught and, more important, what is learned and how it is learned. By changing aspects of these examinations, especially their content and format, education systems can have a strong positive impact on teacher behavior and student learning, help raise student achievement levels, and better prepare students for tertiary-level education and for employment. Examination agencies, many of which have followed the same procedures over decades, can learn from the successes and failures of other systems"-- _cProvided by publisher.
588			_aDescription based on print version record.
700	1		_aGreaney, Vincent, _eauthor. _929067
776	0	8	_aPrint Version: _z9781464814181
830		0	_aWorld Bank e-Library. _929068
856	4	0	_uhttp://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-1418-1
999			_c5422 _d5422