Misuse of Test Scores

Unfortunately, I was not surprised to see that cheating on standardized tests by school districts continues to grow. Also unfortunately, Michigan is on the list, but not as a habitual offender, such as Texas and Florida. Let's get the word out to the public, many of whom continue to believe that low test scores = either unprepared or necessarily low student I. Q.s -- and unprepared or necessarily under-performing teachers. I don't have the answers, but would sure like to hear your thoughts. Here is part of an article shared on another listserv:

HOW TO STOP CHEATING ON STANDARDIZED TEST

Washington Post "The Answer Sheet" Blog -- February 17, 2012

By Valerie Strauss

"In light of repeated cheating scandals on standardized tests in school

districts across the country, the Education Department recently asked

members of the public for ideas on how to prevent, detect and respond to

irregularities on completed tests..."

Response to U.S. Department of Education

Request for Information to Gather Technical Expertise Pertaining to

Testing Integrity

February 16, 2012

"...Over the past three academic years, the National Center for Fair & Open

Testing has confirmed cases of standardized test cheating in 32 states

and the District of Columbia (see attached list). The root cause of this

epidemic is clear from in-depth investigations into some of the most

egregious scandals. Misuse of standardized tests mandated by public

officials has created a climate in which increasing numbers of educators

feel they have no choice but to cross ethical lines.

If the U.S. Department of Education is serious about its commitment to

assessment integrity, it must act to reduce test cheating by stopping

promotion of test score misuse.

Despite their high-sounding statements about assessment reform,

President Obama and Secretary Duncan are adding incentives for cheating

by ratcheting up the emphasis on standardized exams scores through

initiatives such as “Race to the Top” and their criteria for states to

receive waivers from “No Child Left Behind.” The continued emphasis on

annual high-stakes annual testing in these programs and, especially, new

requirements to assess teachers based on their students’ scores

virtually guarantees even more cheating will take place."

The full article is here:

http://www.washingtonpost.com/blogs/answer-sheet/post/how-to-stop-c...

Thanks to Nancy Paterson.

Tags: Behind, Center, Child, Fair, Left, Misuse, National, No, Open, Race, More…

▶ Reply to This

Replies to This Discussion

Permalink Reply by Matthew J Remmo on April 1, 2012 at 10:16am

I have been in the realm of public education since 1988 and am saddened by the emphasis put on standardized tests. My oldest is a freshman in at 4 year university, and his scholarship was based upon his ACT score, and that was all. I would like to see a series of tests throughout the senior year in high school to show strengths/weaknesses in academics as well as interests.

▶ Reply

Permalink Reply by Mary Anna Kruch on April 1, 2012 at 8:55pm

Thanks for the response, Matthew, and I think your idea speaks to the need for some major changes in how students are assessed in general as well as specifically for entrance to universites. My two daughters are graduates of Michigan State University and were admitted based on test scores and also writing samples/essays. Although one received a large scholarship, it was within the MSU Art Department not via test scores but rather her work during senior year of high school- although she scored pretty well on the ACTs as well. Here in MI, we have several worthy schools who ask for extra-curricular activities and in some cases, face-to-face interviews in addition to standardized test scores. I too am disheartened by the overuse of standardized testing, especially when so many more authentic, formative means exist.

I too believe students would be more apt to have a successful first year if university admissions departments required additional information that was then passed along to students' first-year professors. Some profs would certainly welcome the information and help guide students to success. While teaching English Education courses at Grand Valley State University, I regularly heard from colleagues who taught freshman courses of the difficulties many students face with assignments that require close reading. I am sure this is true in other departments and in other universities.

Personally, I feel a general overhaul of the university undergraduate experience is needed.

Mary Anna