As a former teacher and central-office administrator in a large school district, I appreciate the difficulties and pressures that tests impose. As educators, we have to acknowledge that we have not earned the nation's trust in our data. Positive report card grades and high scores on criterion-referenced tests are not convincing when compared against international test results that are unfavorable to U.S. students. The scarcity of independent, comparable, objective outcome measures creates a need for standardized tests. The public and especially our elected officials grasp at statewide standardized tests because schools' own reports of success have been too positive, too subjective.
Some educators resent the instructional time and priority demanded by statewide assessments.
Some respond by cheating. Permissive Views Twenty-one years ago, I was assigned to manage Austin's testing program. From day one, I noticed the lackadaisical attitudes, latitude and even unethical behavior that were evident in preparing students for tests. Keep in mind this was the late 1970s, and the California Achievement Tests being given in Austin were hardly high stakes by today's standards. Old tests with some current items were used for practice, test vocabulary was integrated into lessons, the timing of administrations was loose, weak students were advised to stay home and helpful hints were offered by proctors.