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- W3025644736 abstract "Research on educational testing, its uses and effects, should greatly interest the American public. It is no secret, however, that education professors tend to be less enthusiastic than the general public about testing mandates or externally administered standardized tests. Over its half-century life, the various iterations of the federally-funded Center for Research on Educational Standards and Student Testing (CRESST) have produced some good work, albeit with profound anti-testing bias. More importantly, however, they have suppressed, buried, dismissed, denigrated, and misrepresented substantially greater quantity of relevant and useful evidence about educational test use and its effects. The larger U.S. education research community would appreciate their effort. Moreover, Republican Party policy advisor alliance of convenience with CRESST continues today. Their information suppression method is so simple: reference only that work done by others within one's group and dismiss the rest, either by declaring it nonexistent or so inferior in quality as to not be worth mentioning. Dismissive reviews carry several advantages over engaging the wider research literature. A scholar, 1. saves time and avoids the tedium of reading the research literature; 2. adds to the in-group's citation totals while not adding to rivals'; 3. gives readers no help in finding rival evidence (by not even citing it); 4. attracts more attention by allegedly being first, original, a pioneer; 5. increases the likelihood of press coverage for the same reason; and, 6. increases the likelihood of research grant funding to fill knowledge gaps. The end result is that only fraction of relevant research and experience has been incorporated into current U.S. educational testing policy and policymakers have not consulted the most knowledgeable experts." @default.
- W3025644736 created "2020-05-21" @default.
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- W3025644736 date "2020-05-14" @default.
- W3025644736 modified "2023-09-25" @default.
- W3025644736 title "Down the Memory Hole: Evidence on Educational Testing" @default.
- W3025644736 doi "https://doi.org/10.1007/s12129-020-09876-9" @default.
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