Aera

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Aera

  1. 1. 10 AERA Professional Norms for High-Stakes Testing Programs: What conditions do you believe North Carolina fails to meet with its current testing program (2007, pages 176-182)? Nichols, Sharon L. & Berliner, David C. (2007). Collateral Damage: How High-Stakes Testing Corrupts America’s Schools. Cambridge, MA: Harvard Education Press.
  2. 2. <ul><li>Decisions about a student’s future education should not be made on the basis of test scores alone. </li></ul><ul><li>Schools should not be punished for failing to meet new standards if appropriate training and resources were not provided to prepare for the intended changes. </li></ul><ul><li>Test validity must be given full attention. </li></ul><ul><li>The tests must be properly aligned with the curriculum. </li></ul><ul><li>Multiple forms of the tests should be used or new tests should be created regularly to avoid narrowing the curriculum to only the content that will be tested. </li></ul>
  3. 3. <ul><li>Students who may not understand the test instructions or questions due to lack of language mastery must have appropriate accommodations. </li></ul><ul><li>The definition of “proficient” must be clearly defined and the process for determining cut-scores should be an open process that involves teachers and community leaders. </li></ul><ul><li>Remediation must be provided for students who fail the tests. This remediation should not be limited to test preparation. </li></ul><ul><li>Rules for excluding students from testing should be clear, explaining who was not tested and why. </li></ul><ul><li>Tests should contain enough items to make appropriate judgments about student proficiency with specific standards. </li></ul>

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