Author: FairTest

AIMS can be saved–make it VOLUNTARY It is a misguided, ‘common sense’ view that those who support education should support a test which is merely supposed to measure state standards and enhance the value of a high school diploma. For those who have joined this issue of mandatory state testing just recently, the AIMS test […]

Dear Principal ___________________ and Superintendent ___________________, I do not want my child, _______________________________, to take the Stanford 9 and AIMS tests. The range of my child’s intellectual and emotional qualities is not measured by standardized tests. We are dissatisfied with these tests because they don’t measure meaningful learning, they create inappropriate pressures on children, they […]

Article discusses CARE Authentic Accountability plan The excerpts below discuss the Massachusetts Coalition for Authentic Reform in Education (CARE) Call for an Authentic Statewide Assessment System. Excerpted with permission from: “Let’s Treat the Cause, Not the Symptoms: Equity And Accountability in Texas Revisited,” by Richard R. Valencia, Angela Valenzuela, Kris Sloan, and Douglas E. Foley […]

Attributes of a School to Assess in a Review by Ron Berger Physical Facilities: Size Location, Accessibility Scope: Adequacy for All Purposes Physical Condition and Repair Cleanliness; Care of the Building Attractiveness Display of Student Work and Achievement in the Building Level of Student Respect for the Physical Facilities Climate: Level of Physical Safety Level […]

Monty Neill, Ed.D. Excecutive Director National Center for Fair & Open Testing (FairTest) Paper presented to the AERA Annual Meeting, New York City, April 9, 1996 (Minor revisions, April 17, 1996) The Principles and Indicators for Student Assessment Systems (National Forum on Assessment, 1995) proposes a view of testing and assessment in elementary and secondary […]

By D. Monty Neill In a “get tough” environment in which we are seeing an increase in the use of graduation and even grade-promotion tests, more testing seems to be on the agenda. Yet the problems with traditional testing have not gone away, Mr. Neill warns. He suggests a better approach. D. MONTY NEILL is […]

by Monty Neill, Ed.D., Executive Director, FairTest Five major national education organizations convened the Commission on Instructionally Supportive Assessment (2001 – find links there), chaired by James Popham and including prominent measurement and education experts. The Commission’s report, Building Tests To Support Instruction and Accountability: A Guide for Policymakers, offers some sound advice which, if […]

Promoting Sound Assessment – a paper prepared by FairTest for the American Association of School Administrators, published on our website with permission. What Superintendents Can Do to Promote Sound Assessment in Light of NCLB By Monty Neill, Ed.D. Co-Executive Director FairTest As implemented in all but a few states, NCLB accountability requirements are based almost […]

The following language changes to Title I, Part A, section 1111 of NCLB would encourage more productive assessments: 1. Paragraph (b)(3) ACADEMIC ASSESSMENTS- Summary of key changes: limit mandated state assessments to three grade levels in reading/language arts and mathematics; clarify that assessments shall be standards-based, use multiple measures including performance assessments, and ensure assessment […]

(note – a print formated pdf of this document can be downloaded via the attachment at the bottom of this page) Briefing Paper Prepared for Members of The Congress of The United States Refocusing Accountability: Using Local Performance Assessments to Enhance Teaching and Learning for Higher Order Skills George H. Wood Director, The Forum for […]