Defending Standardized Testing

by Phelps, Richard P.; Roeber, Edward D.; Rogosa, David; Fremer, John

• ISBN13: 9780805849110
• ISBN10: 0805849114
• Format: Hardcover
• Copyright: 2005-02-17
• Publisher: Lawrence Erlbau

Summary

The education reform movement of the past two decades has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished, whereas some critics accuse the push for standards and testing of impeding reform and perpetuating inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. Meanwhile, the American public remains steadfast in support of testing to measure student performance and monitor the performance of educational systems. Many educational testing experts who acknowledge the benefits of testing also believe that those benefits have been insufficiently articulated. Although much has been written on standardized testing policy, most of the material has been written by opponents. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests. The goal ofDefending Standardized Testingis to: *describe current standardized testing policies and strategies; *explain many of the common criticisms of standardized testing; *document the public support for, and the realized benefits of, standardized testing; *acknowledge the limitations of, and suggest improvements to, testing practices; *provide guidance for structuring and administering large-scale testing programs in light of public preferences and the "No Child Left Behind Act" requirements; and *present a defense of standardized testing and a vision for its future. Defending Standardized Testingminimizes the use of technical jargon so as to appeal to all who have a stake in American educational reform.

Table of Contents

Foreword	vii
Introduction and Overview	xi
1 Persistently Positive: Forty Years of Public Opinion on Standardized Testing	1	(22)
Richard P. Phelps
2 High-Stakes Testing: Contexts, Characteristics, Critiques, and Consequences	23	(32)
Gregory J. Cizek
3 The Rich, Robust Research Literature on Testing's Achievement Benefits	55	(36)
Richard P. Phelps
4 Some Misconceptions About Large-Scale Educational Assessments	91	(20)
Dean Goodman and Ronald K. Hambleton
5 The Most Frequently Unasked Questions About Testing	111	(12)
Stephen G. Sireci
6 Must High Stakes Mean Low Quality? Some Testing Program Implementation Issues	123	(24)
George K. Cunningham
7 Whose Rules? The Relation Between the "Rules" and "Law" of Testing	147	(12)
Chad W. Buckendahl and Robert Hunt
8 Teaching For the Test: How and Why Test Preparation is Appropriate	159	(16)
Linda Crocker
9 Doesn't Everybody Know That 70% is Passing?	175	(12)
Barbara S. Plake
10 The Testing Industry, Ethnic Minorities, and Individuals With Disabilities	187	(18)
Kurt F. Geisinger
11 A School Accountability Case Study: California API Awards and the Orange County Register Margin of Error Folly	205	(22)
David Rogosa
12 Leave No Standardized Test Behind	227	(28)
Mary Lyn Bourque
Appendix A: Polls and Surveys That Have Included Items About Standardized Testing: 1954 to Present	255	(26)
Appendix B: Some Studies Revealing Testing Achievement Benefits, by Methodology Type	281	(50)
Author Index	331	(6)
Subject Index	337