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Part 4: The Politics of Testing. A Guide to Survival. Gifted classes in smaller schools can lead to misplaced students, lower-scoring standard classes. Comparing grade to grade instead of following students as they progress (longitudinal cohort groups) = irrelevant data.

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Gifted classes in smaller schools can lead to misplaced students, lower-scoring standard classes.

  • Comparing grade to grade instead of following students as they progress (longitudinal cohort groups) = irrelevant data.
  • Background knowledge: seriously affects data
what kind of land surrounds the great sphinx
What kind of land surrounds the Great Sphinx?
  • A. snowy
  • B. Dry
  • C. Rainy
  • D. Full of Trees
  • Skill: applying background knowledge
validity testing on new tests
Validity Testing on New Tests
  • How do we determine validity?
disaggregated analysis
Disaggregated analysis
  • Pros: A more personalized analysis
  • Cons: Can lead to misplacement
taking our place at the policy table
Taking our Place at the Policy Table
  • Which issues deserve our attention?
    • Norm-referenced vs. Criterion-Referenced tests
    • Seeing tests after they are scored
    • Becoming active
norm referenced vs criterion referenced tests
Norm-referenced vs. Criterion-Referenced tests
  • Norm-referenced: SAT
  • Criterion-Referenced: AP Exam
  • Both made by ETS
norm referenced tests
Norm-Referenced Tests
  • Exist independently of material taught in schools
  • Guarantee even spread along a bell curve.
  • What does this mean?
viewing tests after they are scored
Viewing Tests After they are Scored
  • Error analysis
  • Analysis of the validity of test questions
  • Seeing several years worth of tests help us analyze differences and find commonalities.
criterion referenced tests
Criterion-Referenced Tests
  • Creates incentive to learn
  • Is standards-based.
  • Holds all students to the same high expectations.
standardized tests shouldn t interfere with learning
Standardized Tests Shouldn’t Interfere with Learning
  • Because they are standardized, they are not fine-tuned assessment tools.
  • Not the sole measurement of success.
  • No clear goals to teach towards with norm-referenced tests.
  • What do they measure?
article slides
(Article Slides)
  • Title: “Do Kids Read Less for Fun? Blame Standardized Tests”
  • Source: http://www.districtadministration.com/pulse/commentpost.aspx?news=no&postid=48822
put that book away and do your reading
“Put that book away and do your reading”
  • Problem: standardized test scores are eating up our curriculum
  • Reading for pleasure is effected
the irony of our obsession
The irony of our obsession
  • Preoccupation with scores and its effect on instruction
  • How does this effect our students? 2 ways:
    • More homework = less time for pleasure reading
    • *Bad attitude towards “the written word”: kids learn to hate reading and writing
desire to read
Desire to read
  • The most important thing we can instill
  • Giving children a “fish” versus teaching them to fish
  • Disposition is a higher-level skill in Bloom’s taxonomy
would the author of our book agree
Would the author of our book agree?
  • Criterion-based testing: good or bad?
  • Difference between criterion-based testing and criterion-obsessed curriculum.
  • Common ground in both philosophies
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