ERIC Number: ED099321
Record Type: RIE
Publication Date: 1974-Mar
Reference Count: N/A
Issues and Problems Concerning Reading Assessment. Teacher Education Forum Series. Vol. 2, No. 11.
Farr, Roger; Roser, Nancy
This article presents views of proponents and opponents to standardized tests, isolates the major weakness of testing--questionable validity--and offers several recommendations for the betterment of test development and use. Some major misuses of tests include the following: (a) tests are at times administered with no clear purpose; (b) test results alone are used to judge program success; (c) specific test results are generalized to cover all course goals; (d) test results are released without accompanying interpretations; and (e) test results tend to label students inflexibly. Critics find reading tests misleading and culturally biased. Proponents, following the accountability concept, see a need for testing to measure how well educators are doing their jobs. One solution proposed to improve validity is the adoption of criterion-referenced tests. Recommendations are also included for improving test practices and policies. (JCW)
Descriptors: Accountability, Criterion Referenced Tests, Educational Assessment, Educational Testing, Reading Tests, Standardized Tests, Test Bias, Test Reliability, Test Validity, Testing Problems
Division of Teacher Education, 325-Education Building, Indiana University, Bloomington, Indiana 47401 (No price quoted)
Publication Type: Books
Education Level: N/A
Sponsor: Bureau of Educational Personnel Development (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. School of Education.
Note: For related documents, see ED 075 913, 076 572, 089 237, 096 262-271, and SP 008 614-636