This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Paul T. Wangerin, Michele Acker-Hocevar, Randy Lattimore, Sherman Dorn, Ruth S. Johnson, S. E. Phillips, Christine A. Coombe, Margaret M. Chin, Russell Okinaka, and Katherine S. Newman.
(2001). African-American Students Struggle with High-Stakes Mathematics Testing, Ohio Journal of School Mathematics. Presents a qualitative study that was conducted to investigate the mathematics preparation experiences of three African-American students involved in a high-stakes test situation. Highlights consideration for the implementation of critical elements that determine the success of high-stakes tests in urban settings. (Contains 32 references.) Descriptors: Black Students, Elementary Secondary Education, High Stakes Tests, Mathematics Education
(1994). High-Stakes Testing Accommodations: Validity versus Disabled Rights, Applied Measurement in Education. This article explores the measurement problems associated with granting accommodations for mental disabilities, uses existing case law to construct a legal framework for considering such accommodations, and discusses the advantages and disadvantages of alternative strategies for handling testing accommodation requests. Descriptors: Accessibility (for Disabled), Alternative Assessment, Court Litigation, Elementary Secondary Education
(1998). The Political Legacy of School Accountability Systems, Education Policy Analysis Archives. Recent battles over proposed national testing programs do not tell the important political story about high-stakes tests. An overview of the politics of school-accountability systems is offered in this World Wide Web journal article. Politically popular, school-accountability systems in many states already revolve around statistical results of testing with high-stakes environments, meaning that the future of high-stakes tests does not depend on what happens in Washington. Rather, the existence of tests depends largely on the political culture of published test results. Most critics of high-stakes testing do not talk about that culture. They typically focus on the "practice legacy" of testing, and the ways in which testing creates perverse incentives against good teaching. More important may be the "political legacy," or how testing defines legitimate discussion about school politics. The consequence of statistical accountability systems will be the narrowing of purpose for schools, impatience with reform, and the continuing erosion of political support for publicly funded schools. Dissent from the high-stakes accountability regime that has developed around standardized testing, including proposals for professionalism and performance assessment, commonly fails to consider these political legacies. Alternatives to standardized testing that do not also connect schooling with the public at large will be politically unviable. [More] Descriptors: Academic Standards, Accountability, Educational Change, Elementary Secondary Education
(1998). A Review of Scoring Algorithms for Ability and Aptitude Tests. In conventional practice, most educators and educational researchers score cognitive tests using a dichotomous right-wrong scoring system. Although simple and straightforward, this method does not take into consideration other factors, such as partial knowledge or guessing tendencies and abilities. This paper discusses alternative scoring models: (1) credit for omissions; (2) disproportionate correction for wrong versus omitted items (correcting for guessing); (3) scoring only for items that a given examinee is expected to get right based on one-parameter item response theory (Lawson, 1991); and (4) scoring using various partial credit models, including misinformation. The literature regarding the utility of each algorithm, including validity and reliability, is also summarized briefly. Psychologists should be familiar with alternative scoring strategies, since such strategies can be useful in the design, administration, or analysis of results from measures of cognitive abilities, especially in high stakes testing. Findings from this exploration indicate that correction for guessing formulas do not show significant benefits over conventional scoring (no correction), and while results on partial credit scoring algorithms are inconclusive, the observed slight increases in reliability and validity do not justify the additional complexity, time, and cost involved in developing, administering, scoring, and interpreting test results. (Contains 1 table and 20 references.) [More] Descriptors: Ability, Algorithms, Aptitude Tests, Cognitive Tests
(2001). Developing a Reading Community. Developing a community of people interested in improving student reading achievement is an ongoing trend in education. Time and effort need to be put forth to become engaged in studying and promoting reading achievement. With high stakes state-mandated testing, it becomes even more important for teachers, school administrators, and the lay public to be involved in promoting the public school reading curriculum. Grade level teachers or reading teachers may develop a plan for the school year on assisting students–these teachers can decide when to meet and what the agenda will consist of for the meetings. Teachers can take turns as leaders for the group sessions, and they can have opportunities to present ideas or serve as chairpersons; they need to be actively involved in participating at each meeting. Parents can also belong to this community of learners, since they will want to assist their offspring to achieve more optimally in reading, and teachers may well be involved in working with the parental community of learners. A vital asset in improving the reading curriculum is the involved school administrator, who can have considerable influence in teaching and learning situations. Learning opportunities in reading need to provide for individual differences so that students individually may do as well as possible in learning to read well. (Contains 14 references.) [More] Descriptors: Educational Cooperation, Elementary Education, Public Schools, Reading Achievement
(1992). High Stakes Tests as Public Policy: How This Can Affect Adolescent Development and How Computers Can Be Used To Relieve Associated Problems. The use of aptitude and competency testing in the public school system can have some undesired effects on students in terms of the stress and anxiety tests can impose. Adolescence is already a time in a child's life when many different pressures are coming to bear upon the psyche. Among the most undesirable consequences that can result from the additional pressures brought on by examinations such as minimum competency testing are increased dropout rates. The research literature indicates that microcomputers and computer assisted instruction can serve as excellent tools for relieving some of the problems associated with high stakes testing. Because of the computer's ability to provide individualized levels of instruction, non-threatening situations in which to learn and make mistakes, and high levels of feedback, reinforcement, and encouragement, it can serve as an excellent classroom aid which can reduce the probability of negative identity formation. The motivational qualities of the computer, in addition to its ability to facilitate instruction–reducing the amount of time necessary to convey the material–also serve to illustrate how the computer can potentially improve the overall quality of instruction in the classroom. (21 references) Descriptors: Adolescent Development, Aptitude Tests, Competence, Computer Assisted Instruction
(1994). Lies; Damned Lies; Statistics; and Law School Grades. Grade Conferences from Hell: Measurement Error in Law School Grading. This paper addresses problems confronting law school teachers in grading law school exams and assigning letter grades. Using prototypical dialogue and scenarios, the paper examines mathematical and statistical issues that contribute to grading errors. Discussed in relation to real world data and the bar exam are: differential weighting, combining scores, test reliability, consistency in measurement, and standard error issues. The paper also reviews two sets of court cases. In so-called "academic challenge" cases, case law is clear–the burden of proof is on test-takers who must show that tests violate accepted norms. In "high-stakes testing" on the other hand, the burden of proof is upon test-scorers, who must prove that tests comply with accepted academic norms. Since such cases often involve claims of civil rights, court rulings are more ambiguous. This raises the question of whether most law school grades are high-stakes tests or simply academic challenge situations. Appended to the paper are sample test questions which instructors can used to evaluate their own grading biases. Also appended is a chapter, "Constructing and Using Essay and Product Development Tests" from the book, "Measuring and Evaluating School Learning", by Lou M. Carey. (Contains 50 references.) [More] Descriptors: Civil Rights, Court Litigation, Educational Malpractice, Error of Measurement
(2000). High Stakes Testing in Texas: An Analysis of the Impact of Including Special Education Students in the Texas Academic Excellence Indicator System. The accountability subset of the Texas Assessment of Academic Skills (TAAS) was studied over 4 years to identify trends that might explain why the 1999 TAAS passing rate did not decrease as was predicted. Expanding the accountability index in those years to include special education students was expected to cause a decline in the TAAS accountability subset, with passing rates expected to drop by about 5%. Data were collected from the state and region academic excellence indicator system. Data showed that the percent of special education students increased both at the state and regional levels from 1996 to 1999. Data also showed that the percent of minority students identified as needing special education was consistently higher than the percentage for white students over the 4 years. In addition, males were almost twice as likely to be classified as special education students. The passing rate remained constant in reading and increased in mathematics and writing. In 1999, the percent of special education students receiving exemptions from the TAAS increased significantly. A causal connection has not been established, but it seems probable that the two events are related. School districts across Texas may have increased exemption rates for special education students to reduce the impact on the accountability subset. Some of the issues raised for the identification of special education students and their exemption from the TAAS are discussed. [More] Descriptors: Accountability, Elementary Secondary Education, High Stakes Tests, Racial Differences
(1992). Performance Assessment in Education. The combination of increasing demands for accountability and the desire to measure a variety of complex educational outcomes makes the use of performance assessment an essential addition to the tools used to profile student achievement. Performance assessment in education is valuable for student assessment and for the assessment of teacher and principal performance. Lessons learned to date in the practice of performance assessment include: (1) the need for clear targets; (2) the need for an array of assessment tools; (3) the need for training; (4) cost, time, and technical issues; and (5) issues associated with high-stakes testing, such as restricting curriculum, teaching to the test, and other negative effects. Educators find themselves in a dilemma, caught between the complex outcomes that require performance assessment and the prohibitive costs of such assessments. The instructional usefulness of performance assessment is currently limited, but making teachers partners in the assessment process improves the quality of performance assessment and its instructional usefulness. A major unresolved performance assessment problem is that teachers do not have the training to use all that performance assessment offers. The nation does not appear to have the resources to solve this national problem. There is a 36-item list of references. One table summarizes applications of performance assessment in education. [More] Descriptors: Academic Achievement, Accountability, Curriculum Development, Educational Assessment
(2002). How Principals Level the Playing Field of Accountability in Florida's High-Poverty/Low-Performing Schools–Part I: The Intersection of High-Stakes Testing and Effects of Poverty on Teaching and Learning, International Journal of Educational Reform. Case study examines attitudes of principals in selected high-poverty/low-performing Florida schools toward the state's system of school improvement and accountability. Finds that principals oppose the high-stakes nature of the Florida Comprehensive Assessment Test because of unfair comparisons with more affluent schools. Principals believe that measuring student growth is a more equitable way to determine student progress. (Contains 25 references.) Descriptors: Accountability, Educational Improvement, Elementary Secondary Education, Equal Education
(2000). Whole School Inquiry That Promotes Equitable Student Outcomes. The present era is one of accountability, high-stakes standardized testing, and standards-based reform. However, there is a relative absence of meaningful discussion of how to achieve equitable outcomes that do not unfairly penalize the most under-served students. This paper challenges the perpetuation of reform practices that do not measure their effectiveness on equitable student outcomes. The paper proposes a paradigm shift that embraces the need to change cultures and to challenge assumptions and belief systems that block or abort efforts of meaningful reform; a paradigm shift whereby schools are held accountable for how well they educate "all" students in an equitable fashion. Schools and communities must engage in inquiries that reveal institutional practices that contribute to low performance and they must gather data to measure "distribution of learning opportunities." The paper contends that they must then have the will and be bold enough to take the steps and risks to make the necessary fundamental changes in schools and districts. Educators must embrace data as part of their reform strategy, questions must be posed, and data must be gathered and analyzed to assess how well schools and districts confront and address equity issues. The paper discusses the notion of whole school inquiry as a part of school reform, and describes an example of the researcher's personal experiences in facilitating school and district inquiries that are focused on equitable student outcomes and some "lessons learned." (Contains 19 references.) [More] Descriptors: Accountability, Educational Change, Educational Practices, Elementary Secondary Education
(1997). Equity and High Stakes Testing: Implications for Computerized Testing, Equity & Excellence in Education. Considers equity issues of highstakes tests conducted by computer, including whether this new form of assessment actually helps level the playing field for students or represents a new cycle of assessment inequality. Two computer tests are assessed: Praxis I: Academic Skills Assessment; and the computerized version of the Graduate Record Examination. Descriptors: Adaptive Testing, Computer Assisted Testing, Educational Assessment, Educational Testing
(1992). Does High-Stakes Testing Improve School Effectiveness?, ERS Spectrum. Although the New York State reading assessment was aimed at identifying children with extra educational needs, one study shows that the current high-stakes nature of the tests has distorted that intent. Rather than rewarding instructional quality, state accountability profiles often reward questionable instructional practices such as retention in grade and special education placement. (16 references) Descriptors: Accountability, Elementary Education, Grade Repetition, High Stakes Tests
(2002). High Stakes: Time Poverty, Testing and the Children of the Working Poor. Working Paper Series. Two public policy shifts in the past 10 years–the move from welfare to work and the end of social promotion in school–are intertwined in their implementation in the lives of working poor families. This report draws on ethnographic data from a 6-year study of working poor families in New York City over the period in which welfare reform became a reality, focusing on families' adaptations as adults increased work hours and as children responded to increased demands at school. Data collection methods included a survey of 900 Dominican, Puerto Rican, and African American families, 3 interviews with 100 families conducted over a 6-year period, and the daily monitoring of 12 families with 11 elementary-aged children and 3 preschoolers over 1 year. Findings illustrate three types of family adaptations: (1) monitoring children in school despite problems of poverty and illness by parents who know how and when to intervene and have significant others on whom to rely; (2) struggling parents who lack time flexibility, with older children pressed into taking responsibility for young siblings and children exhibiting behavior problems; and (3) parents who are unable to secure steady work, are overwhelmed by family demands, are in partnerships in which the wife is unable to enlist much help from the husband, and who are limited by their own educational limitations. The report finds that as parents are being told it is up to them to ensure that their children are prepared to take standardized tests, they are also being told they must put the financial support of their households first. Most of the families in this study have already made a trade-off between these two priorities and, with few exceptions, their children are paying some of the price. (Contains 31 references.) [More] Descriptors: Blacks, Children, Dominicans, Economically Disadvantaged
(1998). Current Trends in English Language Testing. Conference Proceedings for CTELT 1997 and 1998, Vol. 1. Papers from the 1997 and 1998 Current Trends in English Language Testing (CTELT) conferences include: "Computer-Based Language Testing: The Call of the Internet" (G. Fulcher); "Uses of the PET (Preliminary English Test) at Sultan Qaboos University" (R. Taylor); "Issues in Foreign and Second Language Academic Listening Assessment" (C. Coombe, J. Kinney, C. Canning); "Saudi Development and Training's Five Star Proficiency Test Project" (J. Pollard); "Test Writing for UAE Distance Learning Students" (L. Barlow, C. Canning); "Student Created Tests as Motivation to Learning" (P. Cozens); "Student Errors–To Use or Not To Use? That Is the Question" (J. Eadie, A. Abdel-Fattah, H. Guefrachi); "The Impact of High-Stakes Testing on Teaching and Learning" (D. Wall); "Myths of Testing and the Icons of PET, TOEFL and IELTS" (G. Tennent); "Copyright Infringement: What Are the Legal Rights of Educators as Test Writers?" (C. Canning); "C-Testing: A Theory Yet To Be Proved" (N. McBeath); "Why Teacher, That's Your Job" (P. Cozens); "Computer Generated Visuals and Reading Texts" (C. Canning, L. Barlow, C. Kawar); and "How Different Examination Boards Present Vocabulary" (K. Aldred). [More] Descriptors: Cloze Procedure, College Second Language Programs, Comparative Analysis, Computer Assisted Testing