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ERIC Number: ED352377
Record Type: Non-Journal
Publication Date: 1991-Aug
Pages: 19
Abstractor: N/A
Reference Count: N/A
Fact Sheet on National Testing Proposals.
National Center for Fair and Open Testing (FairTest), Cambridge, MA.
Current proposals for national testing are either for national multiple-choice tests in which all students would take the same test or for a system of performance-based examinations calibrated to national standards. The Bush administration's proposals, as enunciated in "America 2000," embrace both types, beginning with administration of the mostly multiple-choice National Assessment of Educational Progress, and eventually replacing these tests with the performance-based American Achievement Tests, which have yet to be developed. The Campaign for Genuine Accountability in Education (CGAE), led by FairTest, opposes national testing in general, and the Bush proposals in particular. An attached fact sheet summarizes reasons why a national examination will not help low-income and minority-group students, asserting that: (1) the Bush plan includes no resources for educational improvement; (2) there are inadequate resources committed to develop and implement a performance-based assessment system; (3) proposals are speeding up the test development process dangerously; and (4) the proposals call for continued reliance on tests to make decisions about students with unclear consequences for those who do not pass the tests. Recommendations for reform in each of these areas are included. Attachments include facsimiles of two newspaper articles on national testing, a sample letter from the FairTest CGAE to a congress member, and an outline of criteria for evaluating student assessment systems. (SLD)
FairTest, 342 Broadway, Cambridge, MA 02139.
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Fair and Open Testing (FairTest), Cambridge, MA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress