Discussion Summary: High Stakes Testing and Standardized Assessment
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The initial posts that opens the discussion expresses the challenges of meeting the accountability requirements by the state, the feds, and programs as well. The person asks for suggestions and advice on implementing standardized assessment procedures at the program level. A plethora of responses ensues, and covers a wide range of positive and negative reactions to standardized testing for high stakes purposes. Responses initially note that the system is not perfect but the point of standardized testing is about providing fairness to students. This leads to several people posting metaphors for testing.
The discussion then focuses on many examples, or “case studies” of programs’ efforts at implementing and utilizing standardized tests for high stakes purposes. One person noted that Canada is fortunate to have a national language standard (Canadian Language Benchmarks: CLB) upon which all tests, curriculum and materials are developed. One program described their process for working with new, lower level students without using standardized tests. Materials used within this program are described. Other programs described their experiences and efforts, citing all manner of pros and cons. This discussion included use of performance levels in the classroom; performance assessments; portfolio use; the need for standardized measures for accountability purposes within the program as well as for the state and feds; the unevenness of measuring skills with certain tools such as TABE; and commentary on tools including TABE, CASAS, BEST Plus, and REEP). It was noted that the NRS provides little choice in terms of tools and processes for assessment and testing.
The discussion shifted to definitions of assessment terms and notions, and the importance of correctly understanding important fundaments in assessment for accurate and appropriate use of tests. Areas noted as fundamental include: test selection, purposes of different tests, correct test administration, score interpretation, and use of tests and test scores. Some discussion of correcting misunderstandings of terms ensues, and resources are provided as references for this.
One post questioned whether high stakes testing is leading to improved program quality according to funders. Responses include a description of the federal project entitled The STAR Project, whose purpose is to teach teachers strategies to improve reading in adult intermediate (NRS levels 3 and 4) learners. It was also noted that ultimately, funders want to collect broader and more globally competitive results than information about individuals in programs.
The moderator shifts the discussion back by noting again the continued misunderstanding of terms and suggests that perhaps the discussion would be more productive by focusing on what programs want to measure, rather than focusing on individual tests and what they can and cannot provide. A discussion of content needs ensues. One post again notes the dilemmas of purpose and use of standardized tests, and points out the importance of supplementing student diagnostics and measurement with a fuller picture provided by good teaching practices and classroom assessment. It is also noted that use of GLEs (Grade Level Equivalents) in adult basic education is inappropriate.
The discussion concludes with a lengthy post describing the need for adequate professional development for teachers and staff in order to ensure appropriate and correct selection and use of tests and testing. The processes for this type of professional development in Canada with the CLB is discussed at length.
