k-12

Proposition 227 and Skyrocketing Test Scores: An Urban Legend from California

Proposition 227 and Skyrocketing Test
Scores: An Urban Legend from California

Stephen Krashen
The Journal of the Texas Association for Bilingual Education (in
press)

SELECTED ANNOTATED BIBLIOGRAPHY ON LANGUAGE MINORITY ASSESSMENT

SELECTED ANNOTATED BIBLIOGRAPHY ON
LANGUAGE MINORITY ASSESSMENT
1995

Ascher, C. "Testing Bilingual Students: Do We Speak
the Same Language?" PTA Today (March 1991, pp. 7-9).

Discusses cultural and linguistic bias issues in bilingual
testing, options for administering tests to bilingual students,
and problems associated with these options. Includes a short
description of an alternative, "dynamic assessment."

Standards Yes, Standardization No

Deborah Meier

Raising the Scores, Ruining the Schools

Alfie Kohn

All of us, as parents and citizens, want to make sure our schools
are doing a good job and our children are learning. Unfortunately,
the MCAS exams-and the "tougher standards" philosophy
that they reflect-not only fail to provide meaningful information
but actually interfere with the goal of providing students with
a high-quality education.

The High Stake of High-Stakes Testing

The High Stake of High-Stakes Testing

Dave Orphal
Teacher
Zoe Barnum High School
orphald@eurekacityschools.org

Abstract

This article first appeared in Alternative Network Journal.

The Dangerous Consequences of High-Stakes Standardized Testing

Tests are called "high-stakes" when they used to make major decisions about a student, such as high school graduation or grade promotion. To be high stakes, a test has to be very important in the decision process or be able to override other information (for example, a student does not graduate if s/he does not pass the test regardless of how well s/he did in school). Currently, 17 states require students to pass a test to graduate, and 7 more are planning such tests.

TESTING PLUS

As we enter into a national debate on school improvement and greater public school accountability with a heavy emphasis on testing, educators are concerned that a solitary focus on testing ignores important opportunities to help all students achieve at high levels. Overreliance on testing could have the unintended consequence of hurting more than helping.

Head Start Letter

February 28, 2003
 
Dear Representative:
 

Letter from FairTest to all Presidential Candidates. October 2007

October 25, 2007

Dear Candidate for President:

As the only national organization with testing reform as its focus, FairTest has a more than 20-year history of working to improve assessment of America's students. We have addressed such issues as the proper role of college admissions exams in university admissions, state graduation and grade promotion tests, and the role of assessment in the No Child Left Behind law (NCLB).

Documents and Articles

 

  • FairTest Fact Sheet: The Value of Formative Assessment HTML

     

  • The Expert Panel on Assessment recommends overhaul of NCLB testing and accountability provisions.

    • See the full report:

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