F FOR ASSESSMENT
By W. James Popham
For the last four decades, students’ scores on standardized tests have increasingly been regarded as the most meaningful evidence for evaluating U.S. schools. Most Americans, indeed, believe students’ standardized test performances are the only legitimate indicator of a school’s instructional effectiveness. Yet, although test-based evaluations of schools seem to occur almost as often as fire drills, in most instances these evaluations are inaccurate. That’s because the standardized tests employed are flat-out wrong.
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