The Truth About Testing

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About

With public and political demand for educational accountability never higher, educators are under enormous pressure to raise students′ scores on standardized achievement tests. Policymakers are backing large-scale, high-stakes testing programs as the best way to determine which schools are failing and which schools are succeeding, and the only way to ensure the quality of students′ schooling.

Acknowledgments

Introduction: How We Arrived at This Unhappy Place

Classroom Consequences of Unsound High-Stakes Testing

Why We Test

The Mystique of Standardized Measuring Instruments

Confounded Causality

About the authors

James Popham is Emeritus Professor in the UCLA Graduate School of Education and Information Studies. At UCLA he won several distinguished teaching awards, and in January 2000, he was recognized by UCLA Today as one of UCLA's top 20 professors of the 20th century.

Popham is a former president of the American Educational Research Association (AERA) and the founding editor of Educational Evaluation and Policy Analysis, an AERA quarterly journal.

He has spent most of his career as a teacher and is the author of more than 30 books, 200 journal articles, 50 research reports, and nearly 200 papers presented before research societies. His areas of focus include student assessment and educational evaluation. One of his recent books is Assessment Literacy for Educators in a Hurry.