Testing and Standards

by Wilde, Sandra

• ISBN13: 9780325003603
• ISBN10: 0325003602
• Format: Paperback
• Copyright: 2002-08-01
• Publisher: Greenwood-Heineman

Summary

Whats the difference between a norm-referenced and a criterion-referenced test?If newspapers say only 50% of kids are reading at grade level, should you be worried?When does getting kids ready to take tests cross the line into cheating?

Author Biography

SANDRA WILDE, Ph.D., is widely recognized for her expertise in developmental spelling and her advocacy of holistic approaches to spelling and phonics. She is Professor of Curriculum and Instruction at Portland State University in Oregon. She is best known for her work in invented spelling, phonics and miscue analysis. She specializes in showing teachers how kids' invented spellings and miscues can help us work with them in more sophisticated and learner-centered ways. Looking at what kids do as they read and write is at the heart of Sandra's presentations and workshops. She can do lively keynote presentations that highlight the interesting things that we can learn by paying close attention to students' invented spellings and miscues, as well as workshops of varying lengths that focus on student-centered teaching of spelling and phonics. She has recently begun offering workshops that focus on understanding students' miscues as a guide to appropriate instruction, p

Table of Contents

Acknowledgments	v
Introduction	vii
Accountability (Consumers, Taxpayers, and Citizens)	1	(3)
Authenticity in Assessment	4	(3)
Carrot and Stick (Standards, Testing, and Motivation)	7	(1)
Criterion- and Norm-Referenced Tests	8	(3)
Curriculum Alignment	11	(2)
Emotional Aspects of Testing	13	(1)
Equity	14	(3)
Essential Readings	17	(6)
Ethics	23	(3)
Gain Scores and Value Added	26	(3)
Grade Level	29	(3)
Group Versus Individual Assessment	32	(3)
High Stakes	35	(2)
How Much Do Tests Cost?	37	(2)
Internet Resources	39	(3)
Knowing Something Versus Answering Test Questions	42	(3)
Lake Wobegon Effect	45	(2)
The National Assessment of Educational Progress (NAEP)	47	(2)
Passing (Cutoff) Scores	49	(3)
Percentiles and Stanines	52	(2)
Politics of Testing	54	(2)
Professional Organizations	56	(3)
Reading Comprehension Assessment	59	(5)
Reliability	64	(3)
SAT Tests	67	(3)
Spelling Assessment (as an Exemplar of Broader Issues)	70	(3)
Standard Deviation	73	(3)
Standardized	76	(3)
Standards	79	(3)
Test Security	82	(2)
Test Specifications	84	(2)
Testing Teachers	86	(1)
Validity	87	(3)
What Should Educated Person Know?	90	(2)
Where Do We Go from Here?	92	(5)
References	97	(8)
Appendix	105