Testing: Where We Stand
American Association of School Administrators, Jan 1, 1989 - Educational tests and measurements - 17 pages
A wave of criticism has been leveled at standardized achievement tests of basic skills. Part of the debate concerns the types of tests administered, such as the Standardized/Norm-Referenced tests, Criterion-Referenced tests, Minimum Competency tests, National Assessment of Educational Progress tests, alternatives to standardized tests, IQ tests, and aptitude tests. It is argued that data generated by using any method of testing can potentially be misused. That is why the American Association of School Administrators has chosen to state its position on a number of vital testing issues, including the following: (1) norm-referenced testing; (2) criterion-referenced testing; (3) teacher-made assessments; (4) truth-in-testing legislation; (5) curricular alignment/teaching to the test; (6) overtesting; (7) beyond standardized testing; (8) making fair comparisons; (9) releasing test scores; (10) minimum competency testing; (11) district testing experts; and (12) a national curriculum. (SI)
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