Everyone invested in the success of American education, from
parents to policymakers, are affected by or concerned about
educational testing. The education reform movement of the past 15
years has focused on raising academic standards. Some standards
advocates attach a testing mechanism to gauge the extent to which
high standards are actually accomplished. On the other hand, some
critics view the push for standards and testing as precisely what
ails American education. They view testing generally as an
impediment to reform, an antiquated technology that reflects an
antiquated view of teaching, learning, and social organization, and
perpetuates inequality. At the same time, the testing profession
has produced advances in the format, accuracy, dependability, and
utility of tests. Never before has obtaining such an abundance of
accurate and useful information about student learning been
possible. And, never before has the American public been in such
agreement about the value of testing for measuring student
performance, monitoring the performance of educational systems,
gauging the success of reforms, and accountability. acknowledge the
benefits of testing. Many of these measurement specialists also
believe that those benefits have been insufficiently articulated in
the public discussions of testing. Although much has been written
over the past decade on standardized testing policy, little has
been published by measurement specialists who support the use of
external, high-stakes standardized testing. Most of the published
material has been written by those opposed to such testing. The
contributing authors of this volume are both accomplished
researchers and practitioners who are respected and admired
worldwide. They bring to the project an abundance of experience
working with standardized tests. standardized testing situation,
arguments, and strategies; explain and refute many of the common
criticisms of standardized testing; document the public support
for, and the realized benefits of, standardized testing;
acknowledge the genuine limitations of, and suggest improvements
to, testing practices; provide guidance for structuring and
administering large-scale testing programs in light of public
preferences and the No Child Left Behind Act requirements; and
present a defense of standardized testing and a practical vision
for its promise and future. Defending Standardized Testing
minimizes the use of technical jargon so as to appeal to all who
have a stake in American educational reform - parents, policy
makers, school board members, teachers, administrators, and
measurement specialists.
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