ERIC Number: ED216017
Record Type: Non-Journal
Publication Date: 1981-Jun
Reference Count: N/A
A Case Study of New York City's Citywide Reading Testing Program. National Consortium on Testing, Staff Circular No. 9.
Radwin, Eugene; And Others
This summary of the history and current workings of the New York Citywide reading test program emphasizes the educational consequences of it. The testing program has become controversial since its inception as a political compromise for school district decentralization. It seems to have become overly influential because children are prepared for the reading test and coached in test-taking techniques. This preparation places undue emphasis on reading over other areas of the curriculum. The program was officially described in 1977 as serving several functions for which it was inappropriate. These were evaluating federal reimbursable programs and determining pupil class assignments. The program has since been depicted as serving other functions such as teacher evaluation and diagnosis of pupil reading skills. Major problems have been created because the program's functions are in conflict. Using the test as a means to evaluate teachers conflicts with its function of providing diagnostic information for teachers on pupil reading skills. The authors recommend focusing the Citywide Test on the function of public portrayal of the city school system, fulfilling other functions that the Citywide Test now serves, and encouraging new directions for educational assessment in city schools. (DWH)
Descriptors: Educational Assessment, Elementary Education, Evaluation, Junior High Schools, Program Evaluation, Reading Achievement, Reading Tests, Testing Problems, Testing Programs
National Consortium on Testing Project, Huron Institute, 123 Mt. Auburn St., Cambridge, MA 02138 ($2.00)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: National Consortium on Testing, Cambridge, MA.