Texas Public University System profile from Test Scores Do Not Equal Merit
“Our ability to enroll a diverse class while maintaining high academic standards is certainly due in large part to HB [House Bill] 588.” — Dr. Bruce Walker, Associate Vice President and Director of Admissions, University of Texas (UT), Austin, describing the impact of a new Texas law deemphasizing the role of the SAT and ACT […]
Muhlenberg College profile from Test Scores Do No Equal Merit
In 1996, the trustees of Muhlenberg College, a small, selective liberal arts college in Pennsylvania, voted unanimously to make the SAT and ACT an optional part of the school’s admissions policy for all applicants. Muhlenberg’s faculty had already voted overwhelmingly to end the standardized test score requirement and the president of the college was a […]
California State University System profile taken from Test Scores Do Not Equal Merit:
The Master Plan for Higher Education in California recommends that the State University (CSU) establish its freshman eligibility criteria such that the top one-third of the public high school graduating seniors are eligible to enroll as freshmen. In California’s public higher education system, the 22 campuses of the State University fill the large niche between […]
Bates College profile taken from Test Scores Do Not Equal Merit:
“If I had had to choose between making tests optional and losing 1000 applications it would have been tough. But when you gain 1000 applications? There’s no downside. “1 – William Hiss, current Vice President and former Director of Admissions at Bates Bates College allows for the most detailed case study because of the thorough, […]
Testing Our Children: Introduction
Testing Our Children: A Report Card on State Assessment Systems Introduction Standardized tests first rose to prominence in the 1920s, the era in which the “factory model” of education established clear dominance. They reinforced that mode of schooling, in which only a few children received a high-quality education, and they were used to sort students […]
Testing Our Children: Introduction
Testing Our Children: A Report Card on State Assessment Systems Introduction Standardized tests first rose to prominence in the 1920s, the era in which the “factory model” of education established clear dominance. They reinforced that mode of schooling, in which only a few children received a high-quality education, and they were used to sort students […]
Testing Our Children
Testing Our Children FairTest released Testing Our Children: A Report Card on State Assessment Systems in September of 1997. See below for links to reports on the individual states and to the report’s introduction. Caution: as it is 10 years old, most of the state information is now (2007) out of date and should not […]
We hung the most dimwitted essays on the wall
We hung the most dimwitted essays on the wall The biggest case against standardized testing might be the people who score the tests — people like me, for instance. – – – – – – – – – – – – By Amy Weivoda from Salon, http://www.salon.com/mwt/feature/2002/06/05/scorer/index.html?x June 5, 2002 | I always tested well. […]
Test Scores Unreliable Means of Assessing School Quality
A review by the National Center for Fair and Open Testing (FairTest) of the test score patterns of Massachusetts schools recently singled out for special recognition on the basis of gains in MCAS scores highlights a variety of ways in whichtest score gains are an unreliable means of assessingschool quality. A variety of factors can […]
High-Stakes Test-Based Accountability Policies: Problems and Pitfalls
High-Stakes Test-Based Accountability Policies: Problems and Pitfalls Anne Wheelock In 1993, the Massachusetts Board of Education approved a policy advisory for circulation to all school districts in Massachusetts. Entitled “School Account-ability and Indicator Systems: Implications for Policy Making in Massachusetts,” the policy advisory presented research on accountability policies and standards-based reform. Among other findings, this […]