A Developmental Perspective on Standardized Achievement Testing

by: Scott G Paris, Theresa A Lawton, Julianne C Turner, Jodie L Roth

EDUCATIONAL RESEARCHER, Vol. 20, No. 5. (1 June 1991), pp. 12-20.

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Abstract

Throughout the 1980s there was a proliferation of achievement testing in America to promote and assure the effectiveness of educational reforms. However, both traditional innovative forms of assessment failed to consider the cumulative impact of repeated testing on students" attitudes and motivation. Our surveys of students in Grades 2-11 revealed that by adolescence many students become suspicious and cynical about tests. A large number of students, especially low achievers, become anxious about tests, cheat, try half-heartedly, or use poor test-taking strategies. These reactions may preserve students' feeling of competence when they receive low test scores, but they undermine the validity of the test scores and discourage genuine learning. A developmental perspective on testing may prevent students' counterproductive reactions and may help to guide reforms in educational assessment. 10.3102/0013189X020005012

@article{citeulike:2773238, abstract = {Throughout the 1980s there was a proliferation of achievement testing in America to promote and assure the effectiveness of educational reforms. However, both traditional innovative forms of assessment failed to consider the cumulative impact of repeated testing on students" attitudes and motivation. Our surveys of students in Grades 2-11 revealed that by adolescence many students become suspicious and cynical about tests. A large number of students, especially low achievers, become anxious about tests, cheat, try half-heartedly, or use poor test-taking strategies. These reactions may preserve students' feeling of competence when they receive low test scores, but they undermine the validity of the test scores and discourage genuine learning. A developmental perspective on testing may prevent students' counterproductive reactions and may help to guide reforms in educational assessment. 10.3102/0013189X020005012}, author = {Paris, Scott G. and Lawton, Theresa A. and Turner, Julianne C. and Roth, Jodie L. }, citeulike-article-id = {2773238}, doi = {10.3102/0013189X020005012}, journal = {EDUCATIONAL RESEARCHER}, keywords = {education, paper}, month = {June}, number = {5}, pages = {12--20}, posted-at = {2008-05-08 17:54:05}, priority = {3}, title = {A Developmental Perspective on Standardized Achievement Testing}, url = {http://dx.doi.org/10.3102/0013189X020005012}, volume = {20}, year = {1991} }

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TY - JOUR ID - citeulike:2773238 L3 - citeulike-article-id:2773238 TI - A Developmental Perspective on Standardized Achievement Testing JF - EDUCATIONAL RESEARCHER VL - 20 IS - 5 SP - 12 EP - 20 N2 - Throughout the 1980s there was a proliferation of achievement testing in America to promote and assure the effectiveness of educational reforms. However, both traditional innovative forms of assessment failed to consider the cumulative impact of repeated testing on students" attitudes and motivation. Our surveys of students in Grades 2-11 revealed that by adolescence many students become suspicious and cynical about tests. A large number of students, especially low achievers, become anxious about tests, cheat, try half-heartedly, or use poor test-taking strategies. These reactions may preserve students' feeling of competence when they receive low test scores, but they undermine the validity of the test scores and discourage genuine learning. A developmental perspective on testing may prevent students' counterproductive reactions and may help to guide reforms in educational assessment. 10.3102/0013189X020005012 KW - education KW - paper AU - Paris, Scott AU - Lawton, Theresa AU - Turner, Julianne AU - Roth, Jodie PY - 1991/06/01/ UR - http://dx.doi.org/10.3102/0013189X020005012 ER -

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