The Way Forward for State Standardized Tests. Future of Testing in Education

Autor/inn/en	Jimenez, Laura; Boser, Ulrich
Institution	Center for American Progress (CAP)
Titel	The Way Forward for State Standardized Tests. Future of Testing in Education
Quelle	(2021), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Futures (of Society); Test Use; Standardized Tests; Equal Education; Educational Quality; Elementary Secondary Education; State Standards; Academic Ability; Reading Tests; Mathematics Tests; College Preparation; Academic Standards; Minority Group Students; Achievement Gap; White Students; Computer Assisted Testing; Government Role; Federal State Relationship + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Testanwendung; Standadised tests; Standardisierter Test; Quality of education; Bildungsqualität; Lesetest; Bund-Länder-Beziehung
Abstract	Federal law requires all public school students in grades three to eight to take an annual assessment in reading and math at the end of the year and requires students to take an assessment once during high school. The goal of this assessment is to measure the extent to which all students are meeting the state's academic standards. These standards must align with the knowledge and skills in reading and math that students need to succeed in first-year college reading and math courses. Ensuring all students are held to rigorous standards is a key goal of equity in education. Yet many question the value of yearly standardized testing in schools since the opportunity to receive a high-quality education and graduate high school adequately prepared for college-level academics is still wholly inequitable. Students who are Black, Indigenous, and Hispanic graduate high school at lower rates than their white peers, and they require catch-up coursework in college more often. What is more, the costs and time associated with assessments, delayed results, and failure of tests alone to improve students' academic results leave many to wonder if they are worth the effort at best, and at worst, if they harm students and punish teachers and schools. Still, there are ways to design an assessment to reduce the amount of time it takes to administer, ensure that it collects information about students throughout the year, or base the test on performing tasks. This report describes the advancements in testing technology that make such assessments possible, and it concludes with recommended changes in federal testing policy to make the use of these designs effective. This report is part three in a series about the future of testing in America's schools. Part one of the series "Effective and Equitable Assessment Systems. Future of Testing in Education" (ED617053) presents a theory of action that assessments should play in schools. Part two "Artificial Intelligence. Future of Testing in Education" (ED617052) reviews advancements in technology, with a focus on artificial intelligence that can powerfully drive learning in real time. (ERIC).
Anmerkungen	Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01