assessment

TESTING PLUS

As we enter into a national debate on school improvement and greater public school accountability with a heavy emphasis on testing, educators are concerned that a solitary focus on testing ignores important opportunities to help all students achieve at high levels. Overreliance on testing could have the unintended consequence of hurting more than helping.

Head Start Letter

February 28, 2003
 
Dear Representative:
 

Wisconsin: Standards and Assessments Q & A

Advocates for Education of Whitefish Bay, Inc.

 

Standards and Assessments Q & A

 

Organizations and Experts Opposed to High Stakes Testing

Test Company Statements against High Stakes:

Harcourt Brace on the Stanford 9: about Using their Test to Make Grade Promotion Decisions

"Promotion and Retention of Students"

Authentic Assessment and Accountability

Assessment

Determining how, what and how well a student is learning is an essential part of teaching. While assessment too often is reduced to standardized testing, teachers and researchers have created a wide range of powerful assessment tools and practices that are being used in schools across the nation.

FairTest has produced numerous publications about authentic performance assessment, including:

The January 18, 2006 Ed Week featured a piece on FairTest and the Joint Organizational Statement on NCLB

Education Week, January 18, 2006
At 4, NCLB Gets Praise and Fresh Call
to Amend It
By Andrew Trotter and Michelle R. Davis
Washington

A coalition of school, civil rights, and child-advocacy groups
handed a list of 14 recommendations for changing the federal
No Child Left Behind Act to congressional staff members at the
U.S. Capitol last week, just a day after President Bush vigorously
defended the law on its fourth anniversary.

Massachuetts Teacher Association Statement

Massachuetts Teacher Association

Testing Plus Real Accountability with Real Results

As we enter into a national debate on school improvement and greater public school accountability with a heavy emphasis on testing, educators are concerned that a solitary focus on testing ignores important opportunities to help all students achieve at high levels. Overreliance on testing could have the unintended consequence of hurting more than helping.

Oakland Education Association Statement

PASSED 6/1/00 BY OEA [Oakland CA Education Association] EXECUTIVE BOARD

Whereas standardized tests such as the Stanford 9 do not address the huge economic, social, cultural, and language disparities among the state1s student population, and;

Whereas these norm referenced tests are formulated to ensure 50% of test takers score below the 50th percentile, and;

Whereas the Stanford 9 is not aligned with the California State Standards nor with the curriculum, and;

United Educators of San Francisco Statement

United Educators of San Francisco:
February 2000 Delegate Assembly Meeting of the United Educators of San Francisco. UESF is a merged organization and belongs to both AFT and NEA.

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