Literaturnachweis - Detailanzeige
Autor/in | Neill, Monty |
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Institution | National Center for Fair and Open Testing (FairTest), Cambridge, MA. |
Titel | Why the United States Does Not Need a National Test: Testimony to the House Subcommittee on Select Education. |
Quelle | (1991), (22 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Recht; Stellungnahme; Educational Assessment; Educational Change; Educational Objectives; Elementary Secondary Education; Equal Education; National Programs; Performance Based Assessment; School Based Management; Testing Programs; National Assessment of Educational Progress |
Abstract | Based on the FairTest perspective, this paper argues that the United States does not need a national test to measure progress toward the nation's educational goals and that such a test would have adverse impacts on low-income and minority students. The National Assessment of Educational Progress (NAEP) should remain an indicator system but should use more performance-based methods in its assessment. National testing proposals are usually based on the false premise that measurement itself will produce positive change in education. A national examination could undermine needed and emerging reforms such as school-based management and shared decision making. A national test would tend to centralize decision making, making education less accountable to parents, students, teachers, and the community. A national examination would not promote educational equity. The weaknesses of multiple-choice examinations are also dangers inherent in a national examination. Recommendations are made for appropriate educational reform; these include development and implementation of performance-based assessment methods. Attachment A is a statement on proposals for a national test, which summarizes the reasons for opposing a national test. Attachment B is an open letter, which discusses 10 concerns and recommendations about the roles of the NAEP and the National Assessment Governing Board. The names of signers of both attachments are listed. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |