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| Autor/in | Jordan, Samuel, Jr. |
|---|---|
| Titel | Assessment of Standardized Tests Scores and the Black College Environment. |
| Quelle | (1987), (9 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Black Colleges; College Entrance Examinations; College Environment; Higher Education; Scores; Standardized Tests; Test Bias; ACT Assessment; National Teacher Examinations; SAT (College Admission Test) |
| Abstract | This presentation is a review of the literature on the assessment of standardized test scores in black colleges. Divergent points of view exist relative to the misuse and use of standardized test scores for the sole purpose of admission of black students. Some misuses of the American College Test (ACT) and Scholastic Aptitude Test (SAT) are noted, and an assessment report on the use of standardized tests by the United Negro College Fund (UNCF) is reviewed. The UNCF study revealed that 80% of the responding black colleges require standardized test scores for entering freshmen, but 92% of these used the scores for placement purposes only (i.e., largely to keep students after admission) rather than for admissions purposes. The UNCF report made several recommendations with regard to standardized tests and black students: (1) black colleges should systematically collect and examine information on how test scores function for their particular student population; (2) black colleges should institute new programs and reorganize existing resources to improve test scores and instill confidence in its students about test taking; and (3) each black college must make a serious commitment to remedying at least one aspect of the testing problem and make that commitment clear to all in the institution. One historically black college experienced a change in its students' high failure rate on standardized tests when it instituted the following changes with regard to testing and test preparation: (1) it developed a faculty support system; (2) it evaluated the correlation of content, item type and format, and cognitive level on the ACT, SAT, and National Teacher Examinations (NTE); (3) it developed an advanced testing seminar; (4) it administered NTE-like pre- and post-tests to sophomores and juniors; and (5) it scheduled tutoring sessions. Though this review cites divergent points of view with regard to the use and misuse of standardized test scores of black students, it is emphasized that the black colleges must provide the necessary supportive leadership and innovative programs to insure that their students are exposed to the characteristics of standardized tests, for they are a reality of life. (TJH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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