01/10/2000

Fair Testing

Controversy swirls around standardized testing practices in the United States. Some of the problems cited include:

• The multiple-choice format, which measures learning in an oversimplified manner, ignoring its social, contextual, adaptive and dynamic aspects.

• Norm-referenced testing that places test-takers along a "normal" or "bell-shaped" curve. This model assumes that whatever a test measures should be distributed along the curve, so test items are selected based on this criterion. It also assumes that a certain percentage of students will fail, thus encouraging low expectations and low "tracks" for those students.

• Test bias. Tests have historically favored the white, middle-class (dominant) culture. In our increasingly diverse country, tests that do not take such diversity into account are inherently unfair, biased and even obsolete.

• High-stakes decisions based on the results of a single test. For example, some school districts require students to pass a single standardized test to qualify for graduation, no matter what teacher evaluations or a student's portfolio indicates. Basing major decisions, such as graduation, curriculum choices and course grades on the results of one test can disproportionately and unfairly affect life outcomes for students.

• Accountability. When teacher performance reviews are based on student standardized test scores, teachers may resort to "teaching to the test," despite test publishers' warnings against this practice. Test scores may go up as a result, but real learning may not.

• When the accreditation of an entire school is based on the test results of its student body, the incidence of cheating to make schools look better, such as recently reported in New York City, is bound to increase.

Educators need to continually improve the curriculum, instruction methods and accountability for learning outcomes. But we need to do it in a way that preserves student and teacher enthusiasm and excitement about learning, an inherently enthralling process. The National Center for Fair and Open Testing proposes "Fair Testing" based on a variety of performance-based assessments to include:

1. Classroom observation
2. Projects
3. Portfolios
4. Performance exams
5. Essays
6. Standardized tests (including criterion-referenced tests) that employ a variety of response modalities.

• Cooperative learning projects and assessment procedures involving students, teachers and community members engaged in independent, small-group and large group instruction.
• Learning standards based on needs defined within the community, not by bureaucratic convenience.

• Recognition that learning is based on active construction of knowledge leading to adaptation of old constructs, recognition or creation of new ones, development of networks of knowledge and development of a broad variety of skills.

• Learning occurs in a social context that is emotionally and intellectually engaging, as well as reflective.

• Teaching adapts to the learner.

• Learning style, previous knowledge, experience, interests, talents and forms of intelligence influence how each child learns and how each teacher teaches.

• Research findings guide curriculum choices and assessment approaches.

We can all recognize the difference between a mind that is "turned off" and a mind that is "turned on." Where there is no excitement in the air, no learning is taking place. Let's dedicate ourselves, as parents, as educators, as students, to finding ways to keep our minds and the minds of our children "turned on" in classrooms and households everywhere. Higher test scores and lifelong learning will be the natural consequences.

To learn more about "Fair Testing" or to order publications about this important and fascinating subject, contact:

The National Center for Fair and Open Testing Cambridge, MA 02139
Phone: 617-864-4810
Fax: 617-497-2224

Email: Info@fairtest.org
Website: http://www.fairtest.org

Please send questions or comments to bbruno@snet.net.