Characteristics of an Effective Student Testing System

The U.S. public has consistently favored standardized testing in the schools, preferably with consequences (or "stakes") riding on the results, ever since the first polls taken on the topic several decades ago. Results from different polls approaching the topic in different ways suggest th...

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Bibliographic Details
Published in:Educational horizons 2006-10, Vol.85 (1), p.19-29
Main Author: Phelps, Richard P.
Format: Article
Language:English
Subjects:
Asia
Cheating
Curricula
Educational administration
Educational Testing
Europe
Exit examinations
Foreign Countries
High school diplomas
High school students
High schools
High Stakes Tests
Program Effectiveness
Secondary school curricula
Standardized Tests
Student Evaluation
Teachers
Testing Concerns
Testing Programs
United States
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Summary:The U.S. public has consistently favored standardized testing in the schools, preferably with consequences (or "stakes") riding on the results, ever since the first polls taken on the topic several decades ago. Results from different polls approaching the topic in different ways suggest that nearly all Americans would like to see high-stakes tests administered at least once at every grade level. With only a few exceptions, U.S. educational testing programs fall short of what the public wants, and short of what most industrialized countries have. The best testing regimes, such as one finds in many European and Asian countries, capture those benefits through multi-level and multi-target systems. This article discusses how an effective student testing system captures the complete benefits of standardized testing for all students. These benefits include: (1) "Information" that can be used for diagnosis; (2) "Efficiencies" from alignment, when the tests are matched to curricular standards and teachers teach those standards; and (3) "Motivation" to study and attain goals. (Contains 3 notes.)
ISSN:0013-175X
2162-3163