[AAACE-NLA] FW: "Evaluating" High-stakes Testing in the US

[Cochran, Judith]

The issue here is criterion referenced tests and norm referenced tests. Criterion referecned tests are scored against a mastery level determined by the textbook manufacturer or the test developer and the other is scored against a normative measure. The scores are not comparable. A criterion score can give individual scores and are not necessarily grade level equivalents. So, if you want to know how well a reader has mastered a skill such as word attack, you chose a criterion referenced test. If you want to know how well a reader does compared to other readers of the same age, grade level, and across categories, use a standardized test. A good program can be based upon either testing format provided there is an understanding of what instruction needs to follow the diagnosis.


-----Original Message-----
From: aaace-nla-bounces at lists.literacytent.org
[mailto:aaace-nla-bounces at lists.literacytent.org]On Behalf Of Anita
Landoll
Sent: Monday, November 08, 2004 1:25 PM
To: National Literacy Advocacy List sponsored by AAACE
Subject: Re: [AAACE-NLA] FW: "Evaluating" High-stakes Testing in the US


This is why one gets better information when students
are tested with individual achievement tests from year
to year. The Woodcock-Johnson actually is normed
through adult ages, and some colleges use it to plan
intervention for their students. I think it is a lot
more helpful than other tests, because the instructor
can actually easily see progress with the individual
student.

This is also why sped teachers are screaming loudly
about being forced to test students with
criterion-reference tests for the grade level the
students are currently. No more individual achievement
tests to show progress. The Feds expect to see
progress with criterion-reference tests. Never mind
that the students are not at grade level, either...

But, no one is listening...

Anita  learntoreadnow.com 



--- AWilder106 at aol.com wrote:

> This is an extremely complex issue.
> 
> 1) How rigorous are the tests?
> 2) How is money associated with outcomes?
> 3) What are the internal characteristics of "poor"
> schools whose students succeed?
> 4)  What happens to the education of children who
> attend a low performing  school when there are not
> other  schools in the district to transfer to?
> 
> The bigger question is of course:  how do you assure
> that all children get a decent education?  That they
> become skilled, competent, learners? 
> 
>   
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