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ERIC Number: ED443840
Record Type: Non-Journal
Publication Date: 2000-Apr-27
Pages: 14
Abstractor: N/A
Reference Count: N/A
How Much Is Too Much? Multiple Measures in Practice.
Hohn, Alisabeth M.; Veitch, William R.
This paper describes the experiences of Colorado Springs School District Eleven in using multiple measures to determine if third graders were reading at "grade level." The use of multiple measures may be threatened by the rapidly increasing pressures about assessment and accountability in Colorado that teachers are beginning to feel that their instruction time is being replaced with testing. The increase in state-mandated testing and accountability based solely on state test scores puts added pressure on school districts with established testing programs to systematically decrease district testing programs. Multiple measures thinking requires some redundancy in the service of better decision making, but at some point redundancy becomes overkill. Two areas seem important to this discussion. One is providing accurate information to consumers and the other is training consumers to interpret data effectively. The question of how much testing is too much can only be answered when each test and the information it provides are clearly understood. If a test does not meet criteria of validity, fairness, credibility, and utility, it should be reconsidered. Appendixes contain a description of the Colorado Student Assessment Program, a chart to reflect what assessment audiences want to know, and a table of time spent on large-scale testing. (SLD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A