This brief is organized into four (4) main sections. We first discuss the inadequacy, inefficacy, and bias of standardized, high-stakes assessments. These assessments do not deliver on promises made by proponents and that they, in fact, do long-term harm to teachers and students, with a disproportionate negative impact on communities of color. The…

The authors of the book argue that a fundamentally complex problem--how to assess the knowledge of a child--cannot be reduced to a simple test score. "Beyond Testing" describes seven forms of assessment that are more effective than standardized test results: (1) student self-assessments, (2) direct teacher observations of students and…

It appears that schools and families are at a crossroads when it comes to testing. High-quality assessments generate rich data and can provide valuable information about student progress to teachers and parents, support accountability, promote high expectations, and encourage equity for students of color and low-income students. But it is…

Many studies point to potential unintended consequences of accountability systems such as when schools narrow their teaching to fixate on tested subjects. As a result, some states and districts in the USA have complemented the federal test-based accountability system with additional measures of educational practices to hold schools accountable on…

This report provides a summary of states currently administering end-of-course (EOC) assessments. The number of EOC assessments administered by states, the subjects most likely to have an associated EOC exam, and the purpose of EOC exams (for example, percentage of the final course grade and/or graduation requirement) are reviewed. State policies…

The author uses Maxwell's method of literature reviews for educational research to focus on literature relevant to test-based grade retention policies to make the following argument: although some studies have documented average gains in academic achievement through test-based grade retention, there is increasing evidence that these gains have…

THE PAPER REPORTS ON AN ATTEMPT TO DETERMINE EMPIRICALLY, FOR SEVERAL TEST-CONSTRUCTION PROBLEMS, THE AMOUNT OF IMPROVEMENT RESULTING WHEN TESTS ARE TAILORMADE TO FIT ONE PARTICULAR CHARACTERISTIC OF A LOCAL POPULATION--THE BASE RATES OF THE TWO CRITERION GROUPS WHICH THE TEST IS DESIGNED TO SEPARATE. THE BASIC PROCEDURE USED WAS TO CONSTRUCT A…

This study compared college student reported grade point averages (GPA) with actual GPA as recorded at the Registrar's Office to determine the accuracy of student reported GPA. Results indicated that, on average, students reported slightly higher GPA than their actual GPA. Additionally, females were virtually as accurate as males and students with…

Identifies general and specific skills for taking tests. Contends that students who use effective general test-taking skills improve their performance on standardized tests. (JDH)

This paper describes the development and outcomes of New York State's "Invitation to Invention," the Regents Exam Options Project. Initiated as a temporary strategy to encourage and support local changes in teaching and assessment toward the learner-centered reforms taking place in the state, the project provided high school teachers and…

Testing and assessment have become extremely important components of the educational program. The purpose of this position paper is to provide factual and policy-related information that may be of use to school boards as they design or improve their districts' testing and assessment policies. It is the New York State policy that school boards…

Findings of an audit of the New York State Education Department's procedures to maintain security over Pupil Evaluation Program (PEP) and Program Evaluation Test (PET) examination materials are presented in this report. The audit sought to determine whether the department's security procedures adequately prevented unauthorized access to exam…

Competency in the three skills areas of reading, writing, and mathematics is a requirement for high school graduation in the state of New York. The writing competency requirement consists of two tests: the Preliminary Competency Test in Writing, given to students in the eighth or ninth grade, and the Regents Competency Test in Writing, given to…

The problems of standardized testing are considered, and the efforts of New York State legislators to change current practices in test usage are recounted. (LH)

Since the mid-1970s, at least 20 states have instituted standardized tests that must be passed before students can receive a high school diploma. This paper draws on data collected in four states to explore some of the lasting effects of competency test legislation. Of particular interest is student awareness of these tests. A survey of 733…