Equity and Excellence in Educational Testing and Assessment by Michael T. Nettles, Arie L. Nettles

By Michael T. Nettles, Arie L. Nettles

Five desk I commonplace studying talent and success degrees by way of RacelEthnicity Grades four eight and 12 1992 studying overview percent of pupil At or Above percent of ordinary knowledgeable simple less than simple complicated I scholars talent I Grade four White seventy one 226 6 31 sixty eight J2 sixty nine sixteen 193 zero Black 7 31 Hispanic nine 202 2 thirteen forty-one fifty nine Asian/Pacific Islander 2 216 2 21 fifty five forty five American Indian 2 208 2 15 50 50 Grade eight 70 White 268 three 34 seventy seven 23 Black sixteen 238 zero eight forty four fifty six Hispanic 10 242 I thirteen forty nine fifty one AsianlPacific Islander three 270 6 38 seventy seven 23 American Indian 1 251 I 18 60 forty Grade 12 White seventy two 297 four forty three eighty two 18 Black 15 272 zero sixteen fifty four forty six nine 277 Hispanic 1 21 sixty one 39 Asian/Pacific Islander four 291 four 39 seventy four 26 American Indian zero 272 I 24 S2 forty eight resource: nationwide review of academic growth (NAEP), 1992 examining evaluate. Reprinted from "NAEP 1992 interpreting file Card for the kingdom and the States. " l be studying on the complicated point . a miles larger percentage of White americans are functioning at the informed and complex degrees.

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Sample text

Staudenmaier continues to point out in words very apt to testing's maintenance constituency that: [T]echnologicalliteracy requires more than the simple ability to use a technology. It includes the capacity to interpret major technologies as systems that must always have associated tradeoffs .... A healthy maintenance constituency relationship, [must balance] moments of contemplation that foster alertness to the full political and technical dimensions oftechnological systems with longer periods of day-to-day system use (1985, p.

These problems and their attendant equity ramifications arguably lead to the conclusion that setting up a national system of examinations as a large-scale policy tool for certification of individual students is premature. Much more research, development, and pre-testing is needed before embarking on yet another highstakes testing adventure. 36 In a discussion of why technology predictions go awry Brody (1991) offers a number of suggestions for avoiding costly and embarrassing mistakes. The following are apt to the current debate about a national system of examinations: • Discount bullish predications based from vested interests; those whose funding, reputation or careers are closely linked to the proposed changes.

In other words it refers to doctor induced illness. The testing paradox might well be called peiragenicstest induced illness since there are serious unintended negative consequences associated with well-intentioned test policies. 4o What follows is first a general example ofthis paradox and then briefly three specific examples. Testing and the rise of individualism. 41 Test results were used extensively by policymakers in the 19th century for the purpose of replacing status, connections or place in the community with individual merit as the criterion for educational and occupational selection.

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