ERIC Number: ED361369
Record Type: Non-Journal
Publication Date: 1993-Mar-12
Reference Count: N/A
National Testing and Assessment Strategies: Equity Implications of Leading Proposals for National Examinations. Outline of Remarks at a National Seminar on Equity and Educational Testing and Assessment.
Elliott, Emerson J.
An outline of remarks made at a National Seminar on Equity and Educational Testing and Assessment in March of 1993 is provided. Issues of equity in education and educational assessment are discussed in the context of the National Assessment of Educational Progress (NAEP). The NAEP is a national test in the sense that it monitors what is happening in the nation, but it is not a national examination for individual students in the sense that the term has been used in recent discussions. There continues to be considerable debate about the proper role for the NAEP. The National Council on Education Standards and Testing has suggested that the present NAEP functions well as a measurement of and report on trends, and should be kept separate from a new national system of examinations. The NAEP has been sensitive to equity issues and eliminating bias in assessment. As the NAEP moves into the area of performance assessment, new equity issues are emerging. Some recent examples of differences in performance by racial groups are highlighted. For the NAEP to be the diagnostic tool it is meant to be, the Federal Government needs to improve the capability of its assessment data, and educators must make sure that teachers and principals receive the training they need to use NAEP information effectively. (SLD)
Descriptors: Educational Assessment, Educational Trends, Elementary Secondary Education, Equal Education, Federal Government, Government Role, National Competency Tests, National Programs, Performance Based Assessment, Professional Development, Racial Differences, Seminars, Student Evaluation, Test Bias, Test Use, Testing Programs, Training, Trend Analysis
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress