Examines the failure of secondary schools as reflected in the poor public opinion of school performance and the decline in students' test scores. Suggests that a more careful analysis be made of how students spend their time, with the objective of increasing the number of hours spent on learning tasks. (JP)

Considers how the concept of "literacy," especially intensified by the current conservative political climate, has been falsely reified as a clearly distinct "thing" that can be taught and tested in simple and standardized ways. Identifies literacy competencies as "subrosa literacy" and describes detailed performances of these abilities (including…

A "crazy curriculum" is often found in the best schools where students pass the required tests and go on more engaging learning. Common features of this type of curriculum are as follows: project based, team based, use of basic skills in context, and use of presentations. (Contains 10 references.) (JOW)

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…

Explains why teachers should study student work; examines three mutually exclusive traditions for "looking at" student work; discusses protocols for studying student work involving suspending judgment, tuning judgment, and extending judgment schoolwide that draw on all three traditions. (Contains 26 references.) (PKP)

Presents responses of eight teachers concerning the effects of mandated testing. Describes how the teachers cope with the problems raised by mandated tests. (RS)

Opposing views are expressed on the value of standardized testing (ST) in public schools. The pro-ST view argues that these tests provide comparative data needed to plan and evaluate schools and individuals. The opposing view focuses on problems of reliability, validity, and bias; and on the damage done to children. (IAH)

The paper considers the appropriate and inappropriate use of estimated true scores for normative comparisons and concludes that for normative interpretations of individual scores and class averages, the use of estimated true scores or average estimated true scores is not recommended. (Author/DB)

Explains that despite recent objections to standardized testing, a repeated call for national standards continues, which, in turn, has given rise to the (apparently fictional) Humane Assessment Coalition (HAC). Uses subtle satire to outline the HAC's theoretical posture and presents a hands-on case study that demonstrates the organization's…

Discusses various aspects of standardization and testing in science education and their effects on students and on reform efforts. Argues that science educators need to begin to question the system and their practices with regard to testing and need to be willing to act on the answers they find. Contains 10 references. (JRH)

Argues that while flawed, value-added high-stakes testing holds schools accountable for student performance. For example, the use of the Texas Assessment of Academic Skills, a criterion-referenced assessment, has significantly improved student achievement in Houston. (PKP)

Argues that standardized testing may eliminate inquiry-based science education. (Contains 11 references.) (PKP)

Presents three fictional scenarios each based on very different kinds of facts: the very clear data of test scores, the ambiguous data of behaviors, and the concrete but infinitely interpretable data of portfolios. Notes that the data represented by the portfolio is much more appropriate to assessing language competencies than is data represented…

The National Standards movement seeks to raise the quality of the American educational system. According to one of its chief architects, Diane Ravitch (2000), national standards give clear expectations for students, teachers, parents, colleges, and employers that will result in improved student achievement. Forty-nine of the fifty states (save…

The educational enterprise is awash in standards, but little attention is paid to what the term really means. Without carefully crafted, widely accepted definitions of standards, standards projects are rife with problems and frequently fail. The absence of careful definitions typically leads to confusion, rejection of standards, and can actually…