Making Assessments More Meaningful

Abstract

TESTING is the primary means by which we know whether students have learned what it is we wanted them learn. However, many people question whether the benefits of testing are worth the costs. A growing chorus of both practitioners and researchers is now warning that we're spending far too much valuable instructional time on assessment, that the tests being given don't provide the right kind of information the teacher, and that the emphasis on testing in reading, math, and now science leaves other subjects--if not children--behind. The chorus also warns that students are not taking tests seriously. So what can states do ensure that the time and energy spent on state assessments are worthwhile, particularly for those high school students who like think tests don't matter? Over the past several months, Jennifer Dounay, policy analyst at the Education Commission of the States (ECS), has been collecting evidence of state policy and practice in the testing arena. Three approaches appear hold promise for addressing issues raised by practitioners and researchers: * To help teachers identify gaps in student skills and knowledge, some states are requiring all students take diagnostic tests. * To address narrowing of the curriculum and help students take learning seriously, some states are implementing end-of-course assessments. * To make testing more meaningful for students (and for schools, higher education institutions, and potential employers), some states are beginning include measures that are aligned with what colleges expect. REQUIRING DIAGNOSTIC TESTS The use of diagnostic tests is premised on the belief that students benefit when states provide a means of ensuring that student needs are identified early enough be addressed. The ECS research looked only for actions that demonstrate that a state is making a clear, deliberate attempt take diagnostic measurement of all high school students, through either a stand-alone test or an effort use state assessment scores for diagnostic purposes. Currently, seven states use assessments administered all students for diagnostic purposes. For example, Arkansas uses state-mandated criterion-referenced tests identify and develop individual academic improvement plans for students who fail demonstrate proficiency in reading, writing, and math. In Massachusetts, the state board is required develop comprehensive diagnostic assessments be administered in grade 10 identify academic achievement levels of all students in order inform teachers, parents, administrators, and the students themselves. Oklahoma's end-of-instruction tests are not solely diagnostic exams, but the results must be reported districts in a manner that yields detailed, diagnostic information for the purpose of guiding instruction and student remediation. Pennsylvania's state assessment isn't strictly a diagnostic exam either, but the state uses value-added longitudinal tracking of results provide diagnostic information about students' academic growth. Implementation of this program and several like it in other states is in progress. In South Carolina, schools are required use the PSAT or PLAN tests (preliminary versions of the SAT and ACT respectively), which are administered 10th-graders, diagnostic tools provide academic assistance students whose scores reflect the need for such assistance. In addition, the South Carolina Education and Economic Development Act (H.B. 3155) requires the state board, by July 2007, outline criteria--including diagnostic assessments--for districts use in identifying students at risk of dropping out or not being adequately prepared for the next grade level. However, it is not clear at this time whether all students will be required take diagnostic assessments or just those identified as being at risk. While the state of Washington does not have assessments that are explicitly diagnostic, the assessment system is be designed so that the results can be used by educators as tools evaluate instructional practices and to initiate appropriate educational support for students who have not mastered the essential academic learning requirements at the appropriate periods in the student's educational development. …