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to be much lower on NAEP than on the state tests. This discrepancy may be attributed to a number of factors, including the following:
C State tests are more likely to be aligned with state curricula than NAEP is.
C StatetestsandNAEPusedifferentdefinitionsofproficiency.
C StatetestsandNAEPmayusedifferentformats.
C StatetestsandNAEPdifferintermsofwhotakesthem(e.g.,whetherstudentsin
special education or with limited English proficiency are included).
In general, fewer students are judged to reach the Proficient standard on the NAEP reading and math tests than on state tests (GAO, 1998). This discrepancy can lead people who are not aware of the differences in the two types of tests to question the validity of their own state testing programs or the desirability of participating in a federal one.
Cost is potentially an additional barrier to nationwide testing of individual students. During the voluntary national testing debates, the General Accounting Office (1998) estimated that the per-administration cost of each test would be $12. If the assessments were administered to each of the nation’s public and private school children in grades 4 and 8, the total cost would be up to $96 million, and it is not clear who would pay. Most states are already heavily invested in their own state testing programs.
It is difficult to predict how the national testing issue will ultimately be resolved. As state testing programs become institutionalized, and the public continues to be urged make judgments about school quality based on test scores, there will likely be a real push to compare results across states. Therefore, it makes sense for teachers to stay active in the discussion.
BECOMING INVOLVED IN THE NATIONAL TESTING DEBATE
C Find out whether your state is involved in the NAEP assessment program. (See http://nces.ed.gov/nationsreportcard which includes a state map with summary information and contact people.)
C Visit the NAEP Web site at http://nces.ed.gov/nationsreportcard to see sample questions, answers, frameworks, and classroom exercises in your subject area. How are these items related to your curriculum, instruction, and assessment practices?
C Takealookatthespecificationsforthevoluntarynationaltestsin4thgradereading and 8th grade mathematics at www.nagb.org and follow the debate on national testing by monitoring the U.S. Department of Education’s web site at www.ed.gov after the 2000 presidential election.
C Speakout.Teachersofferavaluablefront-lineperspectiveontesting.Youcanlet your legislators know your views on the voluntary national tests through a letter or e-mail. Get addresses at http://www.congress.org or call the Capitol switchboard at (202) 224-3121
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References
Rudner, L. and W. Schafer (2002) What Teachers Need to Know About Assessment. Washington, DC: National Education Association.
From the free on-line version. To order print copies call 800 229-4200
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