Ok-- two sources: Alfie Kohn's little book The Case Against Standardized Testing is an indispensable source for issues in testing. My book has a whole section explaining testing terminology and the whole testing process in language I think human beings can understand. If you are interested in getting into the issue in more detail, then you might want to look at Jerry Bracey's work. Although it's a bit more dense, it's very very brilliant.
Alfie's book is around 5 years old but is very clearly written, documented and still relevant. Mine explains why losing is built right into the system and also explains terms such as "stanine" "percentile" etc. and gives you language you can use when talking to parents I like all these books and I learned a lot from them. I learned a lot in the writing of my book because it forced me to 1) examine and the crystalize a lot of the big issues and 2) translate them into plain English instead of report them in some of the obtuse and dense language that obscures rather than illuminates so many issues. We get so double talked it drives me crazy. If I were to get one book, I'd get Kohn's with mine coming in second. Actually, mine addresses points and terminology that Alfie's doesn't but Alfie's is THE classic. I think you can get it on Amazon for around $10 or $11-- It is a wonderful, useful resource. On Friday, May 25, 2007, at 08:13 AM, Heather Blau wrote: > Elaine, > > I teach in New York City where school reform is being driven by data > in excess. Our schools receive a letter grade (A, B, ...F) based on > 85% norm reference tests (15% on parent and teacher surveys). I am a > part of a group of parents gearing up to challenge the logic of > weighing norm referenced tests so heavily. Do you or others know > where we can turn for support to back up your statement: > > "The fact that some kids must be left behind is built right into the > system"? > > Of course, the general logic seems obvious to some of us, but not to > the powers that be. Parents and teachers here would like to revisit > the basic assumptions behind these tests and consider alternatives. > Anyone out there know where this might be happening? > > Thanks, > Heather > > On May 25, 2007, at 11:55 AM, elaine garan wrote: > >> I will tell you the truth. The benchmarks, what subject matter is >> important to test (in other words, the test questions) are decided >> by a >> bunch of people sitting around a desk somewhere-- some of whom never >> even taught-- As for grade level, I believe that's done statistically. >> That is, large numbers of kids are tested. The results are normed. >> Those normed results are put on a scale. Loosely put, what most kids >> can do at a certain grade becomes the norm. However, as I said at the >> beginning, WHAT kids need to know is purely arbitrary. It is the >> opinion of the people who happen to be making up the test questions. >> >> What's more, as soon as test scores improve and too many kids start >> doing too well--- the tests are renormed to ensure that there is a >> sufficient number of kids who fail. If every kid in the country >> because >> of brilliant teaching on our part made incredible strides on those >> tests, they'd just renorm and make sure enough of them and of >> course we >> as teachers are failures. That's a fact. The fact that some kids must >> be left behind is built right into the system. >> >> On Friday, May 25, 2007, at 07:22 AM, Renee wrote: >> >>> >>> On May 25, 2007, at 4:23 AM, [EMAIL PROTECTED] wrote: >>> >>>> >>>> In a message dated 5/23/2007 10:27:39 A.M. Eastern Daylight Time, >>>> [EMAIL PROTECTED] writes: >>>> >>>> Who decides what "on grade level" actually means? >>>> What is the measurement that determines whether or not a child >>>> is "on >>>> grade level"? >>>> >>>> >>>> There are benchmarks for each grade level. These are used as >>>> measures. >>>> >>>> Laura >>> >>> >>> I return to my original question. Who decides on these benchmarks? >>> How >>> are they created? >>> >>> Renee >>> >>> >>> "Many persons have a wrong idea of what constitutes true >>> happiness. It >>> is not attained through self-gratification but through fidelity to a >>> worthy purpose." >>> ~Helen Keller >>> >>> >>> >>> _______________________________________________ >>> Mosaic mailing list >>> [email protected] >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/ >>> mosaic_literacyworkshop.org. >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >>> >> >> >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/ >> mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
