Shuffling the Deckchairs of Testing

I wrote this back in March but then … The Rona. I’m publishing it now since BPS just chose their vendor. I’ll likely dig into that vendor and the test first on twitter but eventually I’ll post something about it here.

After a very public breakup with test-maker Education Records Bureau (ERB), Boston Public Schools is seeking a “new test” that “accurately assesses a student’s knowledge of content they’re taught in class and has been rigorously reviewed to ensure it is free of bias.” This is disappointing since it shows that BPS seems to be set on continuing to ignore research and reiterating its faith in the cult of overtesting. 

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It’s Time to Fix Standardized Testing

The global pandemic has wreaked havoc and the educational status quo and disrupted not only how students are taught and tested. Schools are radically adjusting how they deliver lessons and testing agencies are revamping how they deliver their assessment. The inability to gather in a room has forced the cancellation of statewide assessments, the shortening of AP exams, and major admissions tests (like the ACTGMATGRE, ISEELSATSAT, and SSAT) to develop online at-home testing options. This is the moment to fix many of the things that are broken about assessments. 

Since their beginnings in the late 1800s, standardized tests have become an oppressive force in U.S. education and have influenced many other areas of society, yet in that same time there have been only marginal changes in the tests themselves. Despite reams of papers and scores of conference presentations, a high score on a 4 or 5 answer-choice aggressively-timed test continues to be treated as the epitome of intellectual demonstration. This has gone so far that, in the midst of a global pandemic, one (intentionally unnamed or linked to) author questioned whether epidemiologists should be heeded above economists, asking, “How smart are they? What are their average GRE scores?”

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