Document Type
Issue Area Three
Abstract
When Mark Twain wrote, "There are lies, damned lies, and statistics," he must have been referring to American education. By citing the appropriate research, one could make a case for the merits of just about any type of assessment to indicate school learning, evaluate schools, and gain admission to college.
While Monty Neill (1989) kept watch over the overuse and misuse of standardized tests, Gerald Bracey (1992) and Harold Hodgkinson (1993) wrote that, on the basis of our standardized test scores and international comparisons, and the underlying reasons for those scores, schools are not nearly so bad as the popular press and politicians make them out to be. Wiggins (1989) and Zessoules and Gardner (1991) described what our educational world would be like when authentic assessment could be institutionalized in our schools, but Benjamin Bloom and George Madaus (1981) demonstrated ways to produce valid and reliable multiple choice tests at even the analysis and evaluation ranges of Bloom's taxonomy.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
88
Last Page
92
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1993 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Stickrod, David
(1993)
"The Culture of Schooling: Emerging Questions for Assessment Reformers,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 24.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/24
