Criticism of Standardized Tests and Testing.

Goslin, David A.

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - ED039392

Title: Criticism of Standardized Tests and Testing.

Full-Text Availability Options:

ERIC Full Text (842K)

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Criticism of Standardized Tests and Testing.
Authors:	Goslin, David A.
Descriptors:	Achievement Tests; Aptitude Tests; Educational Testing; Evaluation Criteria; Personality Measures; Policy Formation; Predictive Measurement; Predictive Validity; Social Influences; Standardized Tests; Test Reliability; Test Results; Test Validity; Testing; Testing Problems
Source:	N/A
More Info: Help Peer Reviewed:
Publisher:	N/A
Publication Date:	1967-00-00
Pages:	34
Pub Types:	N/A
Abstract:	This review summarizes the major criticisms of standardized tests and testing and attempts an evaluation of the validity of the criticisms. Viewed in the context of type of test, manner of its use, and assumptions regarding its validity, the paper discusses: (1) the imperfect-prediction problem, where predictions of performance are invalidated by small differences between members of a group being tested, by assumption of existence of linear relationship between qualities tested and later occupational success, and by difficulties raised by presence of qualities not measured by standardized tests; (2) the rigid reliance on standardized test scores; (3) inherited versus acquired abilities; and, (4) the contribution of tests to their own validity of functioning as self-fulfilling prophecies. Criticisms that are independent of test validity are also examined: the difficulty for children to acquire the ability to deal with issues on which there is no clear right or wrong answer; the contention that teachers and schools are being evaluated along with the children; the general impact of tests on curriculums; and, the implications for the groups when tests are used to sort individuals into groups. Concluding remarks focus on the consideration of the social effects of tests, and on the need to develop rational and systematic policies regarding use of tests with the culturally disadvantaged, dissemination of test results, and the problem of invasion of privacy. (RJ)
Abstractor:	N/A
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	College Entrance Examination Board, New York, NY.
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	N/A
Education Level:	N/A

Back to Search Results