Why the United States Does Not Need a National Test [electronic resource] : Testimony to the House Subcommittee on Select Education / Monty Neill.
Based on the FairTest perspective, this paper argues that the United States does not need a national test to measure progress toward the nation's educational goals and that such a test would have adverse impacts on low-income and minority students. The National Assessment of Educational Progres...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1991.
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MARC
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| 100 | 1 | |a Neill, Monty. | |
| 245 | 1 | 0 | |a Why the United States Does Not Need a National Test |h [electronic resource] : |b Testimony to the House Subcommittee on Select Education / |c Monty Neill. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 22 p. | ||
| 500 | |a ERIC Document Number: ED331894. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a Based on the FairTest perspective, this paper argues that the United States does not need a national test to measure progress toward the nation's educational goals and that such a test would have adverse impacts on low-income and minority students. The National Assessment of Educational Progress (NAEP) should remain an indicator system but should use more performance-based methods in its assessment. National testing proposals are usually based on the false premise that measurement itself will produce positive change in education. A national examination could undermine needed and emerging reforms such as school-based management and shared decision making. A national test would tend to centralize decision making, making education less accountable to parents, students, teachers, and the community. A national examination would not promote educational equity. The weaknesses of multiple-choice examinations are also dangers inherent in a national examination. Recommendations are made for appropriate educational reform; these include development and implementation of performance-based assessment methods. Attachment A is a statement on proposals for a national test, which summarizes the reasons for opposing a national test. Attachment B is an open letter, which discusses 10 concerns and recommendations about the roles of the NAEP and the National Assessment Governing Board. The names of signers of both attachments are listed. (SLD) | ||
| 650 | 1 | 7 | |a Educational Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Educational Change. |2 ericd. |
| 650 | 0 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Equal Education. |2 ericd. |
| 650 | 1 | 7 | |a National Programs. |2 ericd. |
| 650 | 0 | 7 | |a Performance Based Assessment. |2 ericd. |
| 650 | 0 | 7 | |a School Based Management. |2 ericd. |
| 650 | 1 | 7 | |a Testing Programs. |2 ericd. |
| 710 | 2 | |a National Center for Fair & Open Testing (U.S.) | |
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