Uses and Abuses of Standardized Testing in the Schools. Occasional Papers, No. 22.

Autor/in	Weber, George
Institution	Council for Basic Education, Washington, DC.
Titel	Uses and Abuses of Standardized Testing in the Schools. Occasional Papers, No. 22.
Quelle	(1974), (42 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; College Entrance Examinations; Criterion Referenced Tests; Cultural Influences; Educational Diagnosis; Group Testing; Intelligence Tests; Multiple Choice Tests; Norm Referenced Tests; Reading Readiness Tests; Standardized Tests; Test Bias; Test Reliability; Test Validity; Testing Problems + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Aufnahmeprüfung; Cultural influence; Kultureinfluss; Pedagogical diagnostics; Pädagogische Diagnostik; Gruppentest; Intelligence test; Intelligenztest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Standadised tests; Standardisierter Test; Testkritik; Testreliabilität; Testvalidität
Abstract	It is asserted in this paper that some standardized tests do not do a good job of what they claim to do, and for some testing purposes nonstandardized tests are more appropriate or efficient. Under present circumstances, group I.Q. tests should be abolished. They provide no useful information that cannot be gained from achievement tests. And what they do provide--an I.Q. number for the cum card and the teacher's head--retards the academic progress of many children. On the whole reading readiness tests and the approach of which they are a part do more harm than good. It would be wiser to begin formal reading instruction, as some schools do, by attempting to teach all children the same things, without prejudicing or predicting their success. The standardized achievement tests given in the elementary and secondary schools are of little or no value to competent teachers in appraising the work of individual students. On the whole, college admission tests have a good record and continue to perform a useful function. If criterion-referenced tests tell us whether students have mastered instructional objectives, are they not better than norm-referenced tests? The answer depends on the purpose of the test. (Author/JM)
Anmerkungen	Council for Basic Education, 725 15th Street, N.W., Washington, D.C. 20005 ($0.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01