National Educational Standards and Testing: A Response to the Recommendations of the National Council on Education Standards and Testing. Congressional Testimony.

Autor/inn/en	Koretz, Daniel M.; und weitere
Institution	Boston Coll., Chestnut Hill, MA. Center for the Study of Testing, Evaluation, and Educational Policy.; Rand Corp., Santa Monica, CA. Inst. on Education and Training.
Titel	National Educational Standards and Testing: A Response to the Recommendations of the National Council on Education Standards and Testing. Congressional Testimony.
Quelle	(1992), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Recht; Academic Standards; Cost Effectiveness; Curriculum Development; Educational Assessment; Educational Change; Educational Objectives; Elementary Secondary Education; National Competency Tests; National Programs; National Standards; School Effectiveness; Scoring; Standard Setting; Student Evaluation; Test Bias; Test Results; Test Use; Testing Problems + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; nicht übertragen; Schuleffizienz; Bewertung; Standardisierung; Schulnote; Studentische Bewertung; Testkritik; Testanwendung
Abstract	In January 1992, the National Council on Education Standards and Testing (NCEST) issued a report "Raising Standards for American Education," which called for the establishment of a national system of educational standards and assessments as a basis for comprehensive reform of U.S. education. This statement is a facsimile of the written testimony that was submitted to the House of Representatives subcommittee. The statement is presented as it appears in the Congressional record, with a preface and references added. It is contended that although the NCEST recommendations appear to be a matter of common sense, they are unlikely to work and may have serious side effects. The recommendations do not adequately address issues of feasibility, fairness, validity, and reliability. Although the new standards are expected to be a common core, the NCEST does not explain why the proposed tests will not narrow the curriculum. Proposed innovative assessments have not yet been adequately tested, and many practical issues must be resolved. Many problems exist in building a set of assessments that will do all that the NCEST proposes. These problems concern the following areas: (1) providing diversity and protecting local initiative; (2) providing comparability of scores; (3) equity; (4) costs; and (5) gauging school effectiveness. While efforts to move ahead with a national debate on educational standards must be encouraged, several alternatives to the proposals must be discussed to ensure feasibility, validity, fairness, and desirability of new assessment programs. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC