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The testing trap = how state writing assessments control learning /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The testing trap/ George Hillocks, Jr. ; foreword by Miles Myers.
Reminder of title:	how state writing assessments control learning /
Author:	Hillocks, George.
Published:	New York ;Teachers College Press, : c2002.,
Description:	xii, 224 p. :ill.
[NT 15003449]:	The politics of mandatory assessment -- The study of state writing assessments -- Foundations of testing -- A test is not a test -- High stakes and mediocrity in Texas -- Teachers and administrators under pressure: the case of Texas -- Locking-in formulaic writing: the case of Illinois -- Schools, teachers, and the Illinois assessment -- Writing about texts: the case of New York -- Portfolio assessment in Kentucky and Oregon -- Response to portfolio assessments: Oregon and Kentucky -- Testing, thinking, and needed change.
Subject:	Educational tests and measurements - States. - United States -
Online resource:	https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=98778An electronic book accessible through the World Wide Web; click for information
ISBN:	0585471355 (electronic bk.)

The testing trap = how state writing assessments control learning /
Hillocks, George.

The testing traphow state writing assessments control learning /[electronic resource] :George Hillocks, Jr. ; foreword by Miles Myers. - New York ;Teachers College Press,c2002. - xii, 224 p. :ill. - Language and literacy series. - Language and literacy series (New York, N.Y.).

Includes bibliographical references (p. 209-215) and index.

The politics of mandatory assessment -- The study of state writing assessments -- Foundations of testing -- A test is not a test -- High stakes and mediocrity in Texas -- Teachers and administrators under pressure: the case of Texas -- Locking-in formulaic writing: the case of Illinois -- Schools, teachers, and the Illinois assessment -- Writing about texts: the case of New York -- Portfolio assessment in Kentucky and Oregon -- Response to portfolio assessments: Oregon and Kentucky -- Testing, thinking, and needed change.

Through interviews with over 300 teachers and administrators, Hillocks examines whether state writing tests in Illinois, Kentucky, Oregon, New York, and Texas actually improve students' ability to express their thinking in writing. Ultimately, Hillocks argues that the majority of existing tests actually have a harmful effect on the way students are taught to write. Hillocks demonstrates how the structure of assessment is actually responsible for the low level of thinking encouraged and reinforced in American classrooms. It is his contention that although politicians call for excellence, the tests that they create, and the formulaic writing they accept as passing, actually point to mediocrity as their true aim. In this way, political objectives are easily achieved but our children suffer the consequences. In addition to providing analyses of assessments that do not encourage good writing, The testing trap contrasts them to those that do. Concluding with practical procedures for examining and evaluating writing assessments, this book is a provocative and essential read for administrators, teachers, policymakers, parents, and all who care about the education of our children.

Electronic reproduction.
Boulder, Colo. :
NetLibrary,
2003.

Available via World Wide Web.

ISBN: 0585471355 (electronic bk.)Subjects--Topical Terms:

564414
Educational tests and measurements
--States.--United StatesIndex Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: LB3051 / .H534 2002eb

Dewey Class. No.: 371.26/0973

The testing trap = how state writing assessments control learning /
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245 1 4 $a The testing trap $h [electronic resource] : $b how state writing assessments control learning / $c George Hillocks, Jr. ; foreword by Miles Myers.
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300 $a xii, 224 p. : $b ill.
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504 $a Includes bibliographical references (p. 209-215) and index.
505 0 $a The politics of mandatory assessment -- The study of state writing assessments -- Foundations of testing -- A test is not a test -- High stakes and mediocrity in Texas -- Teachers and administrators under pressure: the case of Texas -- Locking-in formulaic writing: the case of Illinois -- Schools, teachers, and the Illinois assessment -- Writing about texts: the case of New York -- Portfolio assessment in Kentucky and Oregon -- Response to portfolio assessments: Oregon and Kentucky -- Testing, thinking, and needed change.
520 $a Through interviews with over 300 teachers and administrators, Hillocks examines whether state writing tests in Illinois, Kentucky, Oregon, New York, and Texas actually improve students' ability to express their thinking in writing. Ultimately, Hillocks argues that the majority of existing tests actually have a harmful effect on the way students are taught to write. Hillocks demonstrates how the structure of assessment is actually responsible for the low level of thinking encouraged and reinforced in American classrooms. It is his contention that although politicians call for excellence, the tests that they create, and the formulaic writing they accept as passing, actually point to mediocrity as their true aim. In this way, political objectives are easily achieved but our children suffer the consequences. In addition to providing analyses of assessments that do not encourage good writing, The testing trap contrasts them to those that do. Concluding with practical procedures for examining and evaluating writing assessments, this book is a provocative and essential read for administrators, teachers, policymakers, parents, and all who care about the education of our children.
533 $a Electronic reproduction. $b Boulder, Colo. : $c NetLibrary, $d 2003. $n Available via World Wide Web. $n Access may be limited to NetLibrary affiliated libraries.
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