ERIC Number: ED414306
Record Type: Non-Journal
Publication Date: 1997-Jun
Reference Count: N/A
Unintended Consequences or Testing the Integrity of Teachers and Students.
Kimmel, Ernest W.
Large-scale testing programs are generally based on the assumptions that the test-takers experience standard conditions for taking the test and that everyone will do his or her own work without having prior knowledge of specific questions. These assumptions are not necessarily true. The ways students and educators use to get around standardizing conditions to gain an advantage are described, and ways to reduce these behaviors are presented. In the first place, there is traditional cheating, by copying, or describing answers, which is enhanced by electronic gadgets or international exchanges of information. Lax security can result in the theft of test booklets. Teachers and other educators can undermine the validity of test by ignoring evidence of student preknowledge of the test or by tacitly colluding with students by allowing access to test materials. The measurement community needs to do a better job of educating educators about the importance of standard conditions. Testing agencies or programs should audit some testing sites to determine the existence of standard conditions, and new techniques of test administration, including computer adaptive tests, must be developed to improve test security. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.