standardized testing by Id0uy0

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									Standardized Testing
     Media Opinions
What we will cover
        What the NYC Board of Education website says
         about Standardized Testing

     Opinions pro & con for testing
     Internet
        National Council of Teachers of English
        Education Policy Studies Laboratory
        American Association of School Administrators
        Federal Government
        No Child Left Behind Act
        Educational Testing service
     Newspapers
        New York Times
        New York Post

     Why Test? Implications of Tests
     Television
        CNN
        Local News Stations
     Radio
        WNYC
        1010 Wins
                            WHO            WHAT                   WHY                   HOW
       TEST                takes the
                                           is the test?          is it given?
                                                                                     are test results
                             test?                                                      reported?

                                           Timed test
  State English                           with multiple
                                                           To determine if student     Scale score
                           Students in       choice,
 Language Arts              Grades 4     open response,
                                                             is meeting learning           and
                                                           standards in listening,    performance
      (ELA)                   and 8           and
                                                            reading, and writing          level
  more info on this test                  independent
                                             writing

  NYC English                              Timed test
                                                           To determine if student
                                                                                       Scale score
                           Students in                       is meeting learning
 Language Arts              Grades 3,
                                          with multiple-
                                                            standards in reading
                                                                                           and
                                             choice                                   performance
     Test                   5, 6 and 7
                                            questions
                                                             comprehension and
                                                                                          level
  more info on this test                                    other language skills


                                            Timed test
     State                 Students in    with multiple-
                                                           To determine if student
                                                             is meeting learning
                                                                                       Scale score
                                                                                           and
  Mathematics               Grades 4
                              and 8
                                            choice and
                                           open-ended
                                                                 standards in         performance
  more info on this test                                     mathematical skills          level
                                            questions


     NYC-                                                  To determine if student     Scale score
                           Students in    Timed test
  Mathematics               Grades 3,   with multiple-
                                                             is meeting learning           and
                                                                 standards in         performance
     Test                   5, 6 and 7 choice questions
                                                             mathematical skills          level
  more info on this test


                                           Timed test
State Assessment           Students in
                                          with multiple-
                                                           To determine if student
                                                             is meeting learning
                                                                                       Scale score
                                                                                           and
                                              choice
 in Social Studies           Grade 8
                                         and open-ended
                                                              standards in social     performance
  more info on this test                                           studies                level
                                            questions


                                           Timed test
State Assessment           Students in
                                          with multiple-
                                          choice, open-
                                                           To determine if student
                                                             is meeting learning
                                                                                       Scale score
                                                                                           and
    in Science             Grade 7 or
                               8
                                           ended, and       standards in science      performance
  more info on this test                  performance               skills                level
                                            questions
Opinions - Pro & Con for Testing
                                  Organizations Against
                             Standardized & High Stakes Testing


   The National Council of Teachers                                                                                                                           The Education Policy Studies
    of English opinion on High                                                                                                                                  Laboratory found - Unintended
    Stakes Testing:
     – fail to assess accurately                On Urging Reconsideration of High Stakes Testing
                                                                                                                                                                and Negative Consequences of
         students’ knowledge                                                                    2000

                                                            NCTE Annual Business Meeting in Milwaukee, Wisconsin
                                                                                                                                                                Standardized Testing:
   NCTE Resolves:                                                                         Background
                                                                                                                                                                 – High rates of holding back low-
     – the use of any single test in                                                                                                                                performing students in grades
                                           The National Council of Teachers of English passed a resolution in 1999 expressing concern over the
                                           prevalence of high stakes tests in the United States. The use of such tests has continued to escalate and to
                                           cause evident measurable damage to teaching and learning in U.S. schools. Other professional
                                           organizations have likewise voiced strong objections to the use of a single test for making significant



         making decisions is
                                           decisions. Be it therefore



                                                                                                                                                                    before tests were administered &
                                                                                            Resolution




         educationally unsound and
                                           RESOLVED, that the National Council of Teachers of English affirm the following statement:




                                                                                                                                                                    suspending low-performing
                                           The efforts to improve the quality of education, especially in underachieving schools, are laudable, and the
                                           desire for accountability is understandable. However, high stakes tests often fail to assess accurately



         unethical
                                           students’ knowledge, understanding, and capability. Raising test scores does not improve education.
                                           Therefore, the use of any single test in making important decisions—such as graduation, promotion,
                                           funding of schools, or employment and compensation of administrators and teachers—is educationally



                                                                                                                                                                    students before test days
                                           unsound and unethical.




    NCTE calls on legislators and
                                           High stakes testing often harms students’ daily experience of learning, displaces more thoughtful and

                                          creative curriculum, diminishes the emotional well-being of educators and children, and unfairly damages
                                           the life-chances of members of vulnerable groups. We call on legislators and policymakers to repeal laws




    policymakers to:                                                                                                                                             – Reduced offerings in art, music,
                                           and policies that tie significant consequences to scores on single assessments. We further call on legislators
                                           and policymakers to join with professional organizations to develop better means of improving public
                                           education.

                                                BE IT FURTHER RESOLVED, that NCTE invite other organizations to support, publicize, and



     – repeal laws and policies that tie                                                                                                                            science, social studies, and
                                           promote a reconsideration of high stakes testing.




         significant consequences to                                                                                                                                physical education
         scores on single assessments
                                                                                                                                                                 – are enough negative unintended
                                                                                                                                                                    consequences to call into question
                                                                                                                                                                    the value of high-stakes high
                                                                                                                                                                    school graduation exams


              American Association of School Administrators on standardized testing:
                 – 63% of American voters do not agree that a student’s progress for one school
                    year can be accurately summarized by a single test
              Testing should be a PART of how schools measure student performance. However,
               educating students for success in today’s society cannot be measured by ONE test
               alone.
                                        Organizations For
                                Standardized & High Stakes Testing

   Congress created the 26-member
    Governing Board in 1988 to set policy                                                                                            Summary of ETS view on Testing:
    for the National Assessment of                                                                                                   Key part of the formula is good tests
    Educational Progress                                                                                                               – tests that measure how well
   Their reasons for national                                                                                                             students are doing
    standardized testing:                                                                                                              – provide diagnostic feedback
      – Improve chances that all                                                                                                     Tests provide answers
          children will receive high quality
          instruction in reading and           Today, not all children are being
                                               challenged to reach high standards.                                                     – They help teachers make better
                                                                                                                                           instructional choices for their
                                                                                                   Why 4th grade reading and



          mathematics
                                                     41% of our 4th graders cannot read at         8th grade mathematics?
                                                      the basic level and only 28%                 How would the voluntary
                                                      performed at or above the proficient          national tests be different



                                                                                                                                           students
                                                      level, according to the 1994 NAEP             from other tests?
                                                      Reading Report Card.                         Legislation



      – Site low performing statistics for
                                                     75% of our 8th graders do not take
                                                      algebra by the end of 8th grade, and
                                                      only 21% scored at or above the



                                                                                                                                       – They help students -- and their
                                                      proficient level, according to the 1996



          need for a “national report card”
                                                      Mathematics Report Card. Our 8th
                                                      graders also scored below the
                                                      international average among 41



                                                                                                                                           parents -- understand how well
                                                      countries in the Third International




          based solely on standardized
                                                      Mathematics and Science Study
                                                      (TIMSS).




                                                                                                                                           they are learning what they are
                                               The idea behind voluntary national tests is




          testing
                                               not to simply have another test. The reason
                                               for voluntary national tests is to change the
                                               odds for our kids -- to improve the chances



                                                                                                                                           supposed to know and how they
                                               that all children will receive high quality
                                               instruction in reading and mathematics.




                                                                                                                                           compare to other students
                                                                                                                                       – Good tests identify strengths as
                                                                                                                                           well as weaknesses
                                                                                                                                     Tests help schools know how they
                                                                                                                                      compare to other schools
                 No Child Left Behind Act says that
                  standardized tests:                                                                                                  – They help education leaders at the
                                                                                                                                           state and local level judge their
                 Increase Accountability (State Standards,                                                                                performance and allocate
                  Getting Results, Adequate Yearly Progress,                                                                               resources
                  etc. )
                                                                                                                                     Tests are best used to diagnose the
                  Guidance (Teacher quality)                                                                                         needs of students
                  Legislation (Federal requirements)                                                                                  – test results also provide taxpayers
                                                                                                                                           with a way of "keeping score," of
                                                                                                                                           measuring the progress that
                                                                                                                                           schools are making
METROPOLITAN DESK | October 9, 2003, Thursday
State Lowering Bar On Regents Exams Needed to Graduate
                                                                                                                                                 Times article points out flaws in
                                                                                                                                                 standardized testing:
ALBANY, Oct. 8 — New York State's education commissioner, Richard P. Mills, said Wednesday that the state would loosen the
demanding testing requirements it has imposed for high school graduation in recent years, including the standards used to judge math
proficiency.

Mr. Mills's announcement followed the release earlier in the day of a report on the debacle of the Math A Regents exam in June. The             Panel report found the state's effort to
                                                                                                                                                 establish rigorous math standards was
report, by a panel appointed by the Regents and Mr. Mills, said the state's effort to establish rigorous math standards was deeply
flawed and needed to be overhauled.

The panel found that the state had given math teachers only vague outlines about what to teach and had produced exa ms that were
poorly field-tested and focused too much on some areas to the exclusion of others.                                                               deeply flawed and needed to be
In June, in the face of growing criticism of his department, Mr. Mills set aside the results of the Regents Math A exam for 11th- and            overhauled.
                                                                                                                                                 The test is required for graduation, and
12th-grade students. The test is required for graduation, and only about 37 percent of those who took it passed, according to an early
survey. The year before, 61 percent passed.
                                                                                                                                             
Revisions in the math standards and testing were part of a package of changes Mr. Mills proposed on Wednesday. He said that he was
not abandoning his goal of rigorous testing, but that it would take longer to achieve than he had anticipated. "Even a moonshot is not           only about 37% of those who took it
                                                                                                                                                 passed
done without adjustments along the way," he said. "This is what we are doing."




                                                                                                                                                 Several suburban districts in
Mr. Mills said he would narrow the range of math concepts students would have to learn to get high school diplomas.

                                                                                                                                             
                                                                                                                                                 Westchester and on Long Island had
He also said he would reduce the failure rate on the physics exam, which also caused an uproar this year as many teachers denounced
it as too tough. Several suburban districts in Westchester and on Long Island had announced that they would no longer give the
physics exam.

In addition, Mr. Mills said he wanted broader adjustments in the Regents testing program. One is to offer school districts two more              announced that they would no longer
                                                                                                                                                 give the physics exam
years of using 55 as the passing grade for all the Regents exams. The passing grade was supposed to rise to 65 on some exams in the
current school year.

Mr. Mills said he would give special education students two more years before they had to pass Regents exa ms to get their diplomas.
Until now, they have been allowed to graduate by passing less rigorous tests known as the Regents competency tests. That test had               Ann Cook of Time Out From Testing
                                                                                                                                                 says, "This adds up to a complete
been scheduled to end in 2005.



                                                                                                                                                 fiasco. What's happening here is that
The Board of Regents approved all of Mr. Mills's recommendations, except for special education measures, which they are expected to
approve on Thursday morning.

While many of the Regents said they continued to believe rigorous standards were needed to drive higher student achievement, some
expressed pleasure that the board and the commissioner seemed to be easing standards.                                                            the commissioner is attempting to
"The Math A problems have opened up the whole issue of how standards are set," said Saul Cohen, a Regent from Westchester. "I                    camouflage the real problem, which is a
                                                                                                                                                 failed system of assessing students."
finally see movement to be more flexible. Before, everything was very rigid."



                                                                                                                                                  –   Time Out From Testing is a coalition of
Some critics said the changes did not go far enough, either because they think the state should scrap the requirement that students pass
five Regents exams before getting a diploma, or because they believe that the state has proved itself incapable of p roducing good tests.

"This adds up to a complete fiasco," said Ann Cook, co-chairwoman of Time Out From Testing, a coalition of groups critical of the                     groups critical of the Regents testing
                                                                                                                                                      program
Regents testing program. "What's happening here is that the commissioner is attempting to camouflage the real problem, which is a
failed system of assessing students."

The Regents exams are a primary part of an eight-year state effort to strengthen education standards. Although the exams have existed
for decades, they were not required for graduation, and usually it was the better students who took them. Now, however, to get their
diplomas, all high school students must pass five exams: English, math, a science, American history and government, and world
history and geography.

At the same time that it required the tests, the State Education Department started to raise the difficulty of some of the courses and the
tests. In math and physics, for example, it has put more emphasis on problem-solving than on rote learning. It has been phasing in the
changes over several years.
    Post presents Klein’s arguments
    for high stakes testing:
   Schools Chancellor Joel Klein
    yesterday strongly urged state
    lawmakers to resist rolling back
    tough graduation standards
   Klein defended standardized testing
    as a way to gauge not only how
    students are performing, but how
    individual schools are doing
   "I feel about testing the way many
    people feel about democracy: It's
    highly imperfect, but better than all
    the options,"
   Critics, including several members of
    the legislative panel, say testing
    should be a component - but not the
    only factor - in determining whether
    students graduate.
Why Test? Implications of Tests
& Media
Study:                     What do high performing
States ranked at           testing states have in
standardized testing       common?

   #1 New York            Budget (states devising their own
                            tests vs. buying from other
   #2 Massachusetts
                            companies)
   #3 Texas
                           Time (tracking results, evaluating
   #48 South Dakota        students’ scores )
   #49 Rhode Island       Communication (reaching out to
   #50 Montana             parents, assessing students)
Washington Assessment of Student Learning
   Preliminary testing to assess students’
   skills before they take standardized tests
Putting Tests to the Test
"My heart hurts that he has to do this on
his own," Michelle Murphy said of her son's
testing experience.

"If you want to know how your child is
doing, you don't wait seven months to get
the results of a standardized test. You just
ask your kid's teacher," advised Judi
Hirsch, an Oakland, Calif., algebra teacher
who introduced the NEA measure.
                         The Crime:
Conner Murphy of Minden, Nevada took his pencil and drew a
line through the answer column of the state`s reading, writing
and math test.
                         The Action:
He is boycotting the state’s mandatory standardized testing
policy. The school is threatening to place him in jail.
                       The Argument:
Standardized tests force teachers to focus on getting ready for
the tests rather than teaching their students.
Continuing coverage and in-depth, ongoing discussion of education related
issues including standardized testing.
Many viewpoints and perspectives aired on a number of programs.

               WNYC - The Brian Lehrer Show: Dean’s List
                (September 30, ...
                ... Standardized testing can make or break a
                student's future career. Today on the Brian Lehrer
                Show, an in-depth look at the testing industry.
                Quiz Show Monday ...
               WNYC - Reading Room: In Schools We
                Trust
                ... Nor do we trust principals, parents, or local
                school boards. We don't trust the public school
                system as a whole, so we allow those furthest
                removed from the ...
               WNYC - News - Reading, Writing and
                Reform
                ... 9, 2003 In public schools throughout the city,
                there's a new curriculum intended to boost reading
                scores. Just about 40 percent of elementary and
                middle school ...
                                Covering the controversy:
                                 With the exception of suburban New Jersey,
                                  students continue to perform poorly on the
                                  tests.
                                 Some tests are found to be inaccurate,
                                  failing a small but significant portion of
                                  students who would have otherwise passed.
                                 Scarsdale bucks the system.



   NJ Schools Get High Marks in New Poll September 22, 2003
   TEST SCORES TOSSED June 24, 2003
   STAR Scores Still Below State Goals August 29, 2002
   N.Y. Regents Exam Censorship? June 03, 2002
   City Parents to Boycott Standardized Tests May 07, 2002
   President Bush Signs Education Bill January 08, 2002
   Congress Passes Education Bill December 18, 2001
   Scarsdale Kids Boycotting Standardized Tests November 9, 2001

								
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