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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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Part 4 the politics of testing

Part 4: The Politics of Testing

A Guide to Survival



What kind of land surrounds the great sphinx
What kind of land surrounds the Great Sphinx? students, lower-scoring standard classes.

  • A. snowy

  • B. Dry

  • C. Rainy

  • D. Full of Trees

  • Skill: applying background knowledge


Validity testing on new tests
Validity Testing on New Tests students, lower-scoring standard classes.

  • How do we determine validity?


Disaggregated analysis
Disaggregated analysis students, lower-scoring standard classes.

  • Pros: A more personalized analysis

  • Cons: Can lead to misplacement


Taking our place at the policy table
Taking our Place at the Policy Table students, lower-scoring standard classes.

  • 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 students, lower-scoring standard classes.

  • Norm-referenced: SAT

  • Criterion-Referenced: AP Exam

  • Both made by ETS


Norm referenced tests
Norm-Referenced Tests students, lower-scoring standard classes.

  • Exist independently of material taught in schools

  • Guarantee even spread along a bell curve.

  • What does this mean?


Norm referenced tests ctd
Norm-Referenced Tests (ctd) students, lower-scoring standard classes.


Viewing tests after they are scored
Viewing Tests After they are Scored students, lower-scoring standard classes.

  • 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 students, lower-scoring standard classes.

  • 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 students, lower-scoring standard classes.

  • 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) students, lower-scoring standard classes.

  • 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” students, lower-scoring standard classes.

  • Problem: standardized test scores are eating up our curriculum

  • Reading for pleasure is effected


The irony of our obsession
The irony of our obsession students, lower-scoring standard classes.

  • 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 students, lower-scoring standard classes.

  • 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? students, lower-scoring standard classes.

  • Criterion-based testing: good or bad?

  • Difference between criterion-based testing and criterion-obsessed curriculum.

  • Common ground in both philosophies


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