Defending Standardized Testing
Edition: 1 edition
Publisher: Lawrence Erlbaum / Psychology Press
Published: February 2005
Place of publication: Mahwah, NJ, USA
Language: eng
Format: Paperback
Number of pages: 360
ISBN-13: 9780805849127
Subjects: Examinations & assessment; Test Preparation & Review; Educational accountability; Education; Education / Teaching; Testing & Measurement; Teaching Methods & Materials - General; Education / Teaching Methods & Materials / General; Medical / Test Preparation & Review; Achievement tests; Standards; United States
Description: The education reform movement of the past two decades has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished, whereas some critics accuse the push for standards and testing of impeding reform and perpetuating inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. Meanwhile, the American public remains steadfast in support of testing to measure student performance and monitor the performance of educational systems.

Many educational testing experts who acknowledge the benefits of testing also believe that those benefits have been insufficiently articulated. Although much has been written on standardized testing policy, most of the published material has been written by opponents. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests.

The goal of Defending Standardized Testing is to: describe current standardized testing policies and strategies; explain many of the common criticisms of standardized testing; document the public support for, and the realized benefits of, standardized testing; acknowledge the limitations of, and suggest improvements to, testing practices; provide guidance for structuring testing programs in light of public preference; and present a defense of standardized testing and a practical vision for its promise and future.
Table of contents: title: J.J. Fremer, Foreword: The Rest of the Story; title: R.P. Phelps, Persistently Positive: Forty Years of Public Opinion on Standardized Testing.; title: G.J. Cizek, High-Stakes Testing: Contexts, Characteristics, Critiques, and Consequences.; title: R.P. Phelps, The Rich, Robust Research Literature on Testing's Achievement Benefits.; title: D. Goodman, R.K. Hambleton, Some Misconceptions About Large-Scale Assessments.; title: S.G. Sireci, The Five Most Frequently Unasked Questions About Standardized Testing.; title: G.K. Cunningham, Must High-Stakes Mean Low Quality?; title: C. Buckendahl, R. Hunt, The Relationship Between the "Rules" and "Law" of Testing.; title: L. Crocker, Teaching FOR the Test: How and Why Test Preparation is Appropriate.; title: B.S. Plake, Doesn't Everybody Know That 70% Is Passing?; title: K.F. Gelsinger, The Testing Industry, Ethnic Minorities and Those with Disabilities.; title: D. Rogosa, API Awards and the Orange County Register Margin of Error Folly.; title: M.L. Bourque, Leave no Standardized Test Behind.