Out-of-Level Testing [microform] : Pros and Cons / Martha Thurlow, Judy Elliott and Jim Ysseldyke
- Bib ID:
- 5669092
- Format:
- Book and Microform
- Author:
- Thurlow, Martha
- Online Version:
- https://eric.ed.gov/?id=ED440509
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1999
- 8 p.
- Summary:
-
This paper addresses the controversy about use of "out-of-level" testing, the practice of assessing students (usually those with disabilities) with a lower-level version of a test. The controversy pits unintended instructional consequences against "accurately" measuring performance and avoiding student frustration. Introductory sections explain what out-of-level testing is and offer a brief history of its use. Next, arguments for out-of-level testing are offered, including avoidance of student frustration and emotional trauma; improved accuracy of measurement; and better measurement when the context of the test matches the student's instructional level. Arguments against out-of-level testing stress that assessments must be consistent with the purpose for which they are used and that out-of-level testing reflects low expectations for students and negatively affects their instruction. Next, five assumptions for out-of-level testing and objections to these assumptions are listed. Three considerations in using out-of-level testing for individual students are identified: (1) performance on grade level assessment is likely to be spuriously higher than on out-of-level assessments; (2) instructional issues need to be addressed before students are placed in out-of-level tests; and (3) unintended consequences of out-of-level testing include never reaching grade-level or passing a high stakes test. Finally, questions for decision makers to consider before using out-of-level tests are suggested. (DB)
- Notes:
-
- Availability: NCEO Publications Office, 350 Elliott Hall, 75 E. River Road, Minneapolis, MN 55455 ($3.50). Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/nceo.
- Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
- Contract Number: H159C50004.
- ERIC Note: The Center represents a collaborative effort of the University of Minnesota, the Council of Chief State School Officers, and the National Association of State Directors of Special Education.
- Policymakers.
- Practitioners.
- NCEO Policy Directions, n9 Apr 1999.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1999
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