NotesFAQContact Us
Search Tips
ERIC Number: ED470296
Record Type: Non-Journal
Publication Date: 2000-Nov
Pages: 10
Abstractor: N/A
Reference Count: N/A
Testing and Assessment in Illinois School Districts.
Easton, John Q.
A survey of school districts across the state of Illinois in 1999 focused on three dimensions of local assessment practices: (1) why districts give tests; (2) the tests they give; and (3) what they do with test results. Telephone interviews were conducted with district assessment coordinators or superintendents from 75 school districts, including the state's largest school districts. Nearly 90% of districts mentioned student assessment purposes as one of the major purposes of their district-wide testing program. More than 70% of districts stated that measuring student performance is the major purpose of their testing program. Slightly fewer than one quarter of districts mentioned that a major purpose of the testing program is to compare students, schools, and districts to national norms as an external check. Almost 30% of districts identified student placement as a major purpose of the assessment program. Curriculum and program evaluation was mentioned by 56% of districts. Reporting of results and planning and goal setting were also mentioned by many districts. About 90% of districts administer standardized achievement tests to their students, and the next most prevalent type of assessment is tests of aptitude or intelligence. Relatively few districts administered locally developed assessments. Districts identified strengths and weaknesses in their own testing programs, with lack of alignment with curriculum the most commonly cited weakness. Districts tended to place a lot of faith in the standardized assessments they used, but were less enthusiastic about the Illinois Standards Achievement Testing (ISAT) program, believing the ISAT to be of lower quality than the assessments they had chosen. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Consortium on Chicago School Research, IL.
Identifiers - Location: Illinois