Generic: Testing Students or Testing Decisions?
Categories
PRINCIPALS, INSTRUCTION, assessment Areas
PRACTITIONER:group practice and professional learning Authors
Sherman Dorn Published
2009 Publisher
Equity Alliance at ASU AbstractPrincipals are more likely to keep their faculty focused on student learning if they can shift the everyday conversation in their schools away from assessment as testing students and towards talking about assessment as testing instructional decisions. It is very hard to change our historical uses of “student testing,” but principals have the power to do so in their own schools. Most principals are aware of the general history of testing in the U.S. In the first three decades of the twentieth century, the standardized testing industry developed along with tracking and school bureaucracies (Tyack, 1974). The growth of testing involved both subject-specific tests and the new so-called IQ tests; schools used both types of tests to limit opportunities for students (Dorn, 2007; Mazzeo, 2001). As Daniel Calhoun (1973) noted, school bureaucracies have used student testing to shift responsibility from schools to students.
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