A Retrospective and an Analysis of Roles of Mandated Testing in Education Reform.

Autor/inn/en	Archbald, Douglas A.; Porter, Andrew C.
Titel	A Retrospective and an Analysis of Roles of Mandated Testing in Education Reform.
Quelle	(1990), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Curriculum Development; Educational Change; Educational History; Educational Objectives; Elementary Secondary Education; Evaluation Methods; Evaluation Utilization; Multiple Choice Tests; Policy Formation; School Districts; State Programs; Student Evaluation; Test Use; Testing Problems; Testing Programs + Suchen Sie Ihr Suchwort? Verantwortung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Politische Betätigung; School district; Schulbezirk; Regierungsprogramm; Schulnote; Studentische Bewertung; Testanwendung
Abstract	The role and influence of mandated testing in educational reform are reviewed. Mandated testing refers to large-scale (districtwide or statewide) multiple-choice testing programs used for policy purposes of evaluation and accountability, which includes nationally normed standardized achievement tests and tests custom-developed to reflect state and district educational objectives. Part 1 of this document provides a historical context dating back to the mid-1970s, describing the growth of mandated testing and its roles. Part 2 discusses current critiques of mandated testing and disillusionment with the top-down model. The detrimental effects of mandated testing on curriculum and teaching are reviewed, with the suggestion that criticism goes beyond evidence for too much testing and central control. Part 3 describes the growing support for comprehensive curriculum reform and for more coherent approaches to education reform in general. It is argued that testing and restructuring should be driven by a single, curriculum-based set of goals. Four tables provide detailed information, and two appendices give supplemental information. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC