ERIC Number: ED430052
Record Type: Non-Journal
Publication Date: 1999-Mar
Reference Count: N/A
Too Much Testing of the Wrong Kind; Too Little of the Right Kind in K-12 Education. A Policy Information Perspective.
Barton, Paul E.
This report starts with a quick review of the beginning of standardized testing in U.S. schools and the reasons for growing reliance on testing. It summarizes the recent promising trends and suggests how testing for accountability could be less intrusive and provide better information about achievement in schools. The proposal for a voluntary national test is examined, and an alternative is offered in view of the political stalemate in which the proposal is mired. The most promising development on the horizon, setting content standards and aligning curriculum and assessment to them, is described in what is called the "patient approach." The challenge in setting performance standards is also set forth. The purposes of accountability assessment are recognized; the alternative of measuring "value added" for these assessments is described; and exit examinations are discussed. The critical role of the teacher in assessing students is examined, as is the need to equip teachers with the knowledge and tools to use assessment in day-to-day instruction. (SLD)
Descriptors: Accountability, Achievement Tests, Educational Assessment, Educational Change, Educational History, Educational Trends, Elementary Secondary Education, Exit Examinations, National Competency Tests, Political Influences, Standardized Tests, Standards, Teacher Role, Test Use
Policy Information Center, Mail Stop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001; Tel: 609-734-5694; E-mail: email@example.com; Web site: www.ets.org/research/pic ($9.50 prepaid).
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ. Policy Information Center.