Search Results for: node/The Limits of Standardized Tests for and Assisting <br/>Student Learning

By D. Monty Neill In a “get tough” environment in which we are seeing an increase in the use of graduation and even grade-promotion tests, more testing seems to be on the agenda. Yet the problems with traditional testing have not gone away, Mr. Neill warns. He suggests a better approach. D. MONTY NEILL is […]

IN THE UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF PENNSYLVANIA TAI KWAN CURETON, LEATRICE SHAW, : CIVIL ACTION ANDREA GARDNER, and : ALEXANDER WESBY, : NO. 97-131 individually and on behalf of all others : similarly situated, : : Plaintiffs, : : v. : : NATIONAL COLLEGIATE : ATHLETIC ASSOCIATION, : : Defendant. […]

The following excerpt is from the opening chapter of STANDARDIZED MINDS: THE HIGH PRICE OF AMERICA’S TESTING CULTURE AND WHAT WE CAN DO TO CHANGE IT by Peter Sacks. (Perseus Books, Cambridge, Mass., February 2000). Most Americans take standardized mental tests as a rite of passage from the day they enter kindergarten. Gatekeepers of America’s […]

The following excerpt is from the opening chapter of STANDARDIZED MINDS: THE HIGH PRICE OF AMERICA’S TESTING CULTURE AND WHAT WE CAN DO TO CHANGE IT by Peter Sacks. (Perseus Books, Cambridge, Mass., February 2000). Most Americans take standardized mental tests as a rite of passage from the day they enter kindergarten. Gatekeepers of America’s […]

American Psychological Association Presidential Task Force on Psychology in Education and Mid-continent Regional Educational Laboratory. (1993). Learner-Centered Principles for School Reform. Washington, DC: APA (Office of Psychology in Education, Education Directorate, APA, 750 First St., NE, Washington, DC 20002). Includes principles for developing and using student-centered performance assessments that can enhance the learning process. Calls […]

Ken Jones For some time now, it has been apparent to many in the educational community that state and federal policies intended to develop greater school accountability for the learning of all students have been terribly counter-productive. The use of high-stakes testing of students has been fraught with flawed assumptions, oversimplified understandings of school realities, […]

Ken Jones For some time now, it has been apparent to many in the educational community that state and federal policies intended to develop greater school accountability for the learning of all students have been terribly counter-productive. The use of high-stakes testing of students has been fraught with flawed assumptions, oversimplified understandings of school realities, […]

George H. Wood Director, The Forum for Education and Democracy Principal, Federal Hocking High School, Stewart, Ohio Linda Darling-Hammond Charles E. Ducommun Professor, Stanford University Co-Director, School Redesign Network Monty Neill Co-Director, Fair Test (National Center for Fair & Open Testing) Pat Roschewski Director of Statewide Assessment Nebraska Department of Education May 16, 2007 For […]

Monty Neill, Ed.D. Excecutive Director National Center for Fair & Open Testing (FairTest) Paper presented to the AERA Annual Meeting, New York City, April 9, 1996 (Minor revisions, April 17, 1996) The Principles and Indicators for Student Assessment Systems (National Forum on Assessment, 1995) proposes a view of testing and assessment in elementary and secondary […]

(note – a print formated pdf of this document can be downloaded via the attachment at the bottom of this page) Briefing Paper Prepared for Members of The Congress of The United States Refocusing Accountability: Using Local Performance Assessments to Enhance Teaching and Learning for Higher Order Skills George H. Wood Director, The Forum for […]