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ERIC Number: ED340779
Record Type: Non-Journal
Publication Date: 1991-Oct
Pages: 16
Abstractor: N/A
Reference Count: N/A
The Misuse of Educational Achievement Tests for Grades K-12: A Perspective.
Noggle, Nelson L.
At the present time the American educational system seems caught in a squeeze play between the historical need for tests that are simple to administer and understand versus the current demand for tests that are respected as thorough measures of the kind of learning needed in a competitive and changing world. Many of the misuses of test data arise when conclusions are drawn from inappropriate evaluation methods. There is good evidence that concerns about testing practices may be resolved by focusing on how quality evaluations should be conducted. Testing often seems to miss the actual targets of education, and the situation is further complicated by tests that are not reliable or that cover the wrong content. Reforms must prevent covert agendas of any interest group and they must reduce discrimination in testing. The major source of misuse and abuse of tests is ignorance about the nature of important capabilities for today's students and how to measure those capabilities during and after their acquisition. If experts could agree on the capabilities needed for employment, postsecondary education, citizen responsibility, and personal and family satisfaction, they would have a common focus, one that consumers of test information could understand. Two attachments illustrate the discussion. (SLD)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Congress of the U.S., Washington, DC. Office of Technology Assessment.
Authoring Institution: N/A