The Problem with Standardized Achievement Tests
In This Article:
Brought to FEN by the Association for Supervision and Curriculum Development
Educators should definitely be held accountable. The teaching of a nation's children is too important to be left unmonitored. But to evaluate educational quality by using the wrong assessment instruments is a subversion of good sense. Although educators need to produce valid evidence regarding their effectiveness, standardized achievement tests are the wrong tools for the task.
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Author's note: A longer version of this article will appear in the final chapter of W. James Popham's book Modern Educational Measurement: Practical Guidelines for Educational Leaders, 3rd ed., (forthcoming); Needham Heights, MA: Allyn & Bacon.
W. James Popham is a UCLA Emeritus Professor. He may be reached at IOX Assessment Associates, 5301 Beethoven St., Ste. 190, Los Angeles, CA 90066 (e-mail: firstname.lastname@example.org).
This article appeared in the March 1999 issue of ASCD's Educational Leadershipmagazine.
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