I've written previously about James Popham's compelling case for why standarized tests are not particularly good measures of teaching effectiveness. The term now used to define whether a test actually measures the impact of teaching on learning is "instructional sensitivity." Popham argues that for tests to be instructionally sensitive, they must exhibit the following characteristics:
- The test must be based on a modest number of important curricular targets.
- The test must be based on learning targets that are clearly defined.
- Performance reports generated from the test must yield data showing exactly which learning targets individual students have mastered and which they have not.
- Each test item must be free of cultural bias.
Based on these criteria, the vast majority of standardized assessments can't be considered "instructionally sensitive."
The answer to this is not to throw out all standardized tests as some people, including the once insightful but increasingly ridiculous Diane Ravitch, suggest. As I've argued before, taxpayers who shell over millions of dollars each year in support of education deserve some common, standardized measure of school performance. We need to recognize the limitations of standardized tests as they are now constructed, however, and place a much larger emphasis on the creation of meaningful, instructionally-sensitive school- and classroom-level assessments. And, we need a thoughtful, engaged, research-based, industry-wide focus on improving the quality of state tests.
In the spirit of all of these goals, the Achievement and Assessment Institute at the University of Kansas is sponsoring an Instructional Sensitivity Conference November 13-15 in Lawrence, Kansas. Among other top-notch presenters, the conference will feature Jim Popham himself delivering the keynote. Sessions will focus on debates around the topic of instructional sensitivity, and promising research on advances in testing design and technology that can improve the measurement of student learning.
Unfortunately I cannot attend this event, as I'll just be getting back from the Mid-South Educational Research Association annual conference where I'll be presenting several papers. However, I encourage readers to attend (click here for registration information), and to follow AAI's work, which has major implications for school improvement and education practice.
I'd welcome feedback and thoughts from readers who attend, and I'll continue to follow and share AAI's work and subsequent events.
Comments