[Amrein, A.L. & Berliner, D.C. (2002a). High-stakes testing, uncertainty, and student learning Education Policy Analysis Archives. Retrieved March 24, 2011, from http://epaa.asu.edu/epaa/v10n18/ http://epaa.asu.edu/epaa/v10n18/10.14507/epaa.v10n18.2002]Search in Google Scholar
[Amrein, A.L. & Berliner, D.C. (2002b). The impact of high-stakes tests on student academic performance: An analysis of NAEP results in states with high-stakes tests and ACT, SAT, and AP Test results in states with high school graduation exams. Tempe, AZ: Education Policy Studies Laboratory, Arizona State University. Retrieved March 24, 2011, from http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0211-126-EPRU.pdf http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0211-126-EPRU.pdf]Search in Google Scholar
[Amrein, A.L. & Berliner, D.C. (2002c). An analysis of some unintended and negative consequences of high-stakes testing. Retrieved March 24, 2011, from http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0211-125-EPRU.pdf http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0211-125-EPRU.pdf]Search in Google Scholar
[Bîrzea, C. (1996). Educational reform and power struggles in Romania. European Journal of Education, 31(1), 97-107.]Search in Google Scholar
[Carnoy, M., Loeb, S. & Smith, T. L. (2000). Do higher state test scores in Texas make for better high school outcomes? Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.10.1037/e383872004-001]Search in Google Scholar
[Catterall, J. S. (1989). Standards and school dropouts: A national study of tests required for graduation. American Journal of Education, 98(1), 1 - 34.10.1086/443942]Search in Google Scholar
[Čerych, L., Kotásek, J., Kovařovic, J. & Švecová, J. (2000). The Education reform process in the Czech Republic. In Strategies for Educational Reform: From Concept to Realisation. Strasbourg: Council of Europe Publishing]Search in Google Scholar
[Chvál, M., Greger, D., Walterová, E. & Černý, K. (2009) Testování žáků na konci základní školy a státní maturita - aktuální otázky současné vzdělávací politiky. Orbis scholae, 3(3), 79-102.]Search in Google Scholar
[Clarke, M., Haney, W. & Madaus, G. (2000). High stakes testing and high school completion. The National Board on Educational Testing and Public Policy, 1(3). Retrieved June, 20, 2012, from http://www.bc.edu/research/nbetpp/publications/v1n3.html http://www.bc.edu/research/nbetpp/publications/v1n3.html]Search in Google Scholar
[Clements, S. & Kifer, E. (2001). Talking back. Frankfort, KY: Long-Term Policy Research Center.]Search in Google Scholar
[Greger, D. & Walterová, E. (Eds.) (2012). Towards educational change: The Transformation of educational systems in post - communist countries. New York: Routledge.]Search in Google Scholar
[Eckstein, M.A. & Noah, H.J. (1989). Forms and functions of secondary - school - leaving examinations. Comparative Education Review, 33(3), 295-316.10.1086/446860]Search in Google Scholar
[Haney, W. (2000). The myth of the Texas miracle in education. Education Policy Analysis Archives, 8(41). Retrieved March 24, 2011, from http://epaa.asu.edu/epaa/v8n41/part1.htm http://epaa.asu.edu/epaa/v8n41/part1.htm10.14507/epaa.v8n41.2000]Search in Google Scholar
[Haertel, E. H. (1999). Validity arguments for high-stakes testing: In search of the evidence. Educational Measurement: Issues and Practices, 18(4), 5-9.10.1111/j.1745-3992.1999.tb00276.x]Search in Google Scholar
[Herman, J. L. & Golan, S. (1993). The effects of standardized testing on teaching and schools. Educational Measurement: Issues and Practice, 12(4), 20 - 25, 41 - 42.10.1111/j.1745-3992.1993.tb00550.x]Search in Google Scholar
[Hoffman, R. G. (2002). The Accuracy of students' novice, apprentice, proficient, and distinguished classifications for the 2001 and 2002 Kentucky Core Content Tests. Frankfort KY: Kentucky State Department of Education. Final Report, HumRRO FR-02-46]Search in Google Scholar
[Hoffman, R. G., Thacker, A. A. & Wise, L. L. (2000). The Accuracy of students' novice, apprentice, proficient, and distinguished classifications for the 2000 Kentucky Core Content Test. Frankfort KY: Kentucky State Department of Education. Final Report, HumRRO FR-03-06]Search in Google Scholar
[Hoffman, R. G. & Wise, L.L. (2003). The accuracy of school classifications for the 2002 accountability cycle of the Kentucky commonwealth accountability testing system. Frankfort KY: Kentucky State Department of Education. Final Report, HumRRO FR-00-41]Search in Google Scholar
[Hout, M. & Elliott, S.W. (2011). Incentives and test - based accountability in education. Washington, DC: National Academies Press.]Search in Google Scholar
[Ketter, J. & Pool, J. (2001). Exploring the impact of a high-stakes direct writing assessment in two high school classrooms. Research in the Teaching of English, 35(3), 344 - 393.]Search in Google Scholar
[Kifer, E. (1994). Development of the Kentucky instructional results information system (KIRIS). Guskey, T. (ed.) High stakes performance assessment. Thousand Oaks, CA: Corwin Press, Inc.]Search in Google Scholar
[Kifer, E. (2001). Large-scale assessment: Dimensions, dilemmas and policy. Thousand Oaks, CA: Corwin Press, Inc.]Search in Google Scholar
[Koretz, D. M. & Barron, S. I. (1998). The validity of gains in scores on the Kentucky instructional results information system (KIRIS). Santa Monica, CA: Rand Corporation]Search in Google Scholar
[Kotásek, J. (2005). Vzdělávací politika a rozvoj školství v České republice po roce 1989 - 1. časť. Technológia vzdelávania, (3), 7-11.]Search in Google Scholar
[Kotásek, J., Greger, D. & Procházková, I. (2004). Demand for schooling in the Czech republic (Country Report for OECD). Retrieved March 24, 2011, from http://www.oecd.org/dataoecd/38/37/33707802.pdf]Search in Google Scholar
[OECD 1996. Reviews of national policies for education. Czech Republic. Paris: OECD.]Search in Google Scholar
[Linn, R. L. (2003). Requirements for measuring adequate yearly progress. CRESST Policy Brief - National Center for Research on Evaluation, Standards, and Student Testing, winter 2003, 6, 1-4.]Search in Google Scholar
[Linn, R. L. & Baker, E. (1999). Absolutes, wishful thinking, and norms. The CRESST Line - Newsletter of the National Center for Research on Evaluation, Standards, and Student Testing, Fall 1999, 1-8.]Search in Google Scholar
[Linn, R. L. & Baker, E. (2000). Closing the gap. The CRESST Line - Newsletter of the National Center for Research on Evaluation, Standards, and Student Testing, Fall 2000, 1-8.]Search in Google Scholar
[Linn, R. L., Baker, E. & Herman J. L. (2002). No child left behind. The CRESST Line - Newsletter of the National Center for Research on Evaluation, Standards, and Student Testing, Spring 2002, 1-6.]Search in Google Scholar
[Linn, R. L. & Herman J. L. (1997). A policymaker's guide to standards-led assessment. Denver CO: Educational Commission of the States and the National Center for Research on Evaluation, Standards, and Student Testing.]Search in Google Scholar
[Ministry of Education, Youth and Sports (MoEYS) 2001. National Programme for the Development of Education in the Czech Republic. White Paper. Prague: ÚIV, Tauris.]Search in Google Scholar
[OECD. 1996. Reviews of national policies for education. Czech Republic. Paris: OECD.]Search in Google Scholar
[Orfield, G. & Kornhaber, M. L. (eds.) (2001). Raising standards or raising barriers?: Inequality and high-stakes testing in public education. Washington D.C.: The Century Foundation Press.]Search in Google Scholar
[Robitaille, D. (Ed.). (1997). National contexts for mathematics and science education. Pacific Educational Press, Vancouver: Canada]Search in Google Scholar
[Rogosa, D. (1999). How accurate are the STAR national percentile rank scores for individual students? - An interpretive guide. Retrieved June, 12, 2012, from http://wwwstat.stanford.edu/~rag/ed351/drrguide.pdf http://wwwstat.stanford.edu/~rag/ed351/drrguide.pdf]Search in Google Scholar
[Santiago, P., Gilmore, A., Nusche, D. & Sammons, P. (2012). OECD reviews of evaluation and assessment in education: Czech Republic. Main Conclusions. Paris: OECD.]Search in Google Scholar
[Scriven, M. (1993). Hard - Won lessons in program evaluation. New Directions for Program Evaluation, 58, 1-107.]Search in Google Scholar
[Shepard, L.A. (1989, April). Inflated test score gains: Is it old norms or teaching the test? effects of testing project. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Retrieved March 24, 2011, from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED334204&ERICExtSearchSearchType_0=no&accno=ED334204 http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED334204&ERICExtSearchSearchType_0=no&accno=ED334204]Search in Google Scholar
[Shepard, L.A. & Dougherty, K. C. (1991). Effects of high-stakes testing on instruction. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Retrieved March 24, 2011, from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED337468&ERICExtSearch_SearchType_0=no&accno=ED337468 http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED337468&ERICExtSearch_SearchType_0=no&accno=ED337468]Search in Google Scholar
[ÚIV. 1999. Priority pro českou vzdělávací politiku. Praha: Tauris.]Search in Google Scholar
[Voke, H. (2002). What do we know about sanctions and rewards? Retrieved June, 12, 2012, from http://www.ascd.org/publications/newsletters/policy-priorities/oct02/num31/toc.aspx http://www.ascd.org/publications/newsletters/policy-priorities/oct02/num31/toc.aspx]Search in Google Scholar
[Young, J. M. & Yoon, B. (1998). Estimating the consistency and accuracy of classifications in a standards-referenced assessment. Retrieved June, 12, 2012, from http://www.cse.ucla.edu/products/reports/TECH475.pdf http://www.cse.ucla.edu/products/reports/TECH475.pdf]Search in Google Scholar