In this article, the author argues first, that critical-thinking skills do exist independent of disciplinary thinking skills and are not compromised by interaction effects with the major; and second, that standardized tests (e.g., the Collegiate Learning Assessment, or CLA, which is his example throughout the article) are the best way to measure…

Oivind Varkoy discusses instrumentalism as a trend in educational politics and pedagogical thinking. Instrumentalism implies looking upon both school subjects and humans as instruments, as tools or means for reaching another goal or end. The discussion is related to philosophy of music education by focusing on aspects of philosophies of humankind,…

Occasionally, differences in test scores seem to indicate that a student performs much better in one reading area than in another when, in reality, the differences may not be statistically significant. The author presents a table in which statistically significant differences between Woodcock test standard scores are identified. (Author)

Critical thinking is a socially constructed, contextual process not well measured by standardized tests. Better, locally grounded methods are pre/posttest (scenario building), experiential (critical practice audit), behavioral (critical debate), and conversational (storytellers and detectives). (SK)

Testing students once a year, with data reported many months later, is like using an autopsy to determine how to help a patient, says Cindy Ambrose, chief academic officer of the Horry County Schools in Myrtle Beach, South Carolina. In Horry County and many other districts around the country, assessment that monitors vital signs on an ongoing…

The author reviews his criticisms of standardized tests and suggests an alternative five-point plan for assessment that includes frequent testing in the child's classroom by a familiar examiner. (CL)

Discusses whether scores achieved by college seniors on standardized tests such as Graduate Record Examination can express collegiate value added (knowledge, skills, and abilities added to students during undergraduate studies). Encourages professional organizations to serve as forums to arrive at consensus on how to explain efficacy of…

Identifies drawbacks of testing, especially high-stakes, standardized tests, and acknowledges pressures on teachers to acquiesce. Encourages teachers to focus on deep learning; use of higher-level questions, tasks, and projects; a wide range of materials; transfer of learning to other contexts; and ways to diffuse tension and build enthusiasm for…

In this article, the author expresses his doubts about rubrics. He contends that rubrics have several drawbacks and these are the following: (1) Rubrics prevent teachers from improving their practices and rethinking their premises; (2) Students tend to think less deeply, avoid taking risks, and lose interest in the learning itself; and (3) Good…

Addresses the concept of "Standardized Tests as Quality Control." Discusses the types of assessment used in today's schools and the need for a new perspective concerning assessment. Outlines a different perspective for assessment, one based on reflective inquiry rather than measurement. Explains the characteristics that have helped…

Media reports are rife with claims that students in the United States are overtested and that they and their education are suffering as result. Here I argue the opposite--that students would benefit in numerous ways from more frequent assessment, especially of diagnostic testing. The regular assessment of students serves critical educational and…

Provides an overview of the approaches being attempted by reading educators to revise reading assessment based on what it can be, rather than what it is. (MG)

This brief report summarizes how American education has drifted into the accountability systems now in use, either under individual state laws or as mandated by the federal No Child Left Behind (NCLB) Act. The report describes how slip-sliding into the current accountability requirements has resulted in a system so flawed that it fails in its…

Focuses on areas of conjugal/family structure and process that are important for assessment but for which there exist relatively few standardized tests or procedures. Hopes to stimulate researchers to develop instruments and procedures designed specifically to evaluate those aspects of marital/family process that, as yet, have not received their…

Two perspectives that frame the aspects of the debate on assessment issues are analyzed. The "count-everybody" perspective calls for national standards over which all students would be tested. The "everybody-counts" perspective favors assessments that are developed from multiple perspectives. (MDH)