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• W236446186 abstract "Interest in educational testing/assessment probably has never been higher than at the present time. Because of this I've written two editorials, in the past two years: High stakes testing: Are the stakes too high? (Moores, 2000) and Testing..3, 2, 1 (Moores, 2001). The response to the first editorial has been greater than for any other topic I've addressed, and in December, 2000, we published a letter to the editor on the topic by Randall, McAnally, Rittenhouse, Russell, and Sorenson. The authors cited the position of the National Conference of School Superintendents that opposed the use of standardized test scores as predicates to high stakes educational decisions. Randall, et al., offered as one possible alternative a career that might include portfolio rubrics such as Life experiences, Rigor of program of study, GPA, Content area projects and performances, and Standardized test scores. These professional educators commented on the difficulties of the issues and noted there were philosophical disagreements among them, highlighting the complexity of the problem. Issues and implications of assessment and testing-usually high stakes but sometimes otherwise-have been appearing in a growing number of areas and now include, in addition to school-age children, teacher and other professional certification and training programs. Clearly, the focus has grown from assessment of children to include adults in a variety of settings. I would like to present some information I have received through personal conversations and materials that I have read. To cite two examples, I have heard estimates from one state that approximately fifty percent of deaf children will not pass the tests for high school graduation if modifications are not made. For another state, I heard an estimate of 85% failure rate for a (presumably) more difficult test. In that state, students who do not pass will not be allowed into community colleges. In one residential school with more than a dozen deaf teachers, not one passed the state teacher's competency test in the first administration. Current teachers are required to pass the exam within three years. As I understand it, the exam has a vocal component that does not translate readily into either ASL or a manual code on English and therefore probably is neither a reliable nor a valid instrument for use with deaf teachers. The state to date, however, has refused to modify the test for deaf teachers or for teachers from any identifiable group. From my knowledge of the limited research, deaf and hearing teachers are comparable in their effectiveness in improving academic achievement, but deaf students might tend to see deaf teachers more positively as role models. …" @default.
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• W236446186 date "2001-10-01" @default.
• W236446186 modified "2023-09-24" @default.
• W236446186 title "Editorial: Testing Revisited" @default.
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