Turmoil in the Testing Industry

Autor/in	Toch, Thomas
Titel	Turmoil in the Testing Industry
Quelle	In: Educational Leadership, 64 (2006) 3, S.53-57 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Federal Legislation; Testing; Public Education; Public Schools; Accountability; Reading Achievement; Mathematics Achievement; Scores; Test Items; Academic Achievement; Multiple Choice Tests; Standardized Tests; Basic Skills + Suchen Sie Ihr Suchwort? Bundesrecht; Testdurchführung; Testen; Öffentliche Erziehung; Public school; Öffentliche Schule; Verantwortung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Test content; Testaufgabe; Schulleistung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Standadised tests; Standardisierter Test; Basic skill; Grundfertigkeit
Abstract	At the heart of No Child Left Behind's accountability system is the requirement that states test nearly every public school student in grades 3-8 and in one high school grade in reading and math. The magnitude of NCLB's testing requirements, the law's demanding deadlines, insufficient federal funding, and other factors have produced an undesirable result: many states have adopted tests that can be constructed quickly and inexpensively, but that primarily measure low-level skills at the expense of synthesis, analysis, and other higher-order skills. Because of the high-stakes consequences of test scores for students and schools, the content of NCLB tests has moved the curriculum in the wrong direction, writes Toch. To correct this problem, he calls for a federal and state commitment to improving the testing infrastructure in public education. (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10