Joanne Jacobs

Welcome to the weekly testing roundup!

ACT, Inc reports that the average performance of Latino students on the ACT increased on multiple components of the exam between 2002 and 2006. One theory is that Latino students are now taking more challenging coursework in preparation for college. A small national average rise is also reported.

The Number 2 pencils are being phased out in Minnesota, as students will take the science portion of the Minnesota Comprehensive Assessments-Series II on the computer. While the exam boasts multimedia items, it won’t be timed (a wise move on the state’s part, as the presence of multimedia can definitely lengthen item response times), and the scores will continue to be computed after the fact (also wise, since the impact of glitches during the testing day can be assessed along with the usual quality assurance measures).

In Florida, the FCAT still holds sway in elementary and middle schools, but the importance of the exam is being reconsidered for high school students. The House and Senate have approved a bill that would allow a school to be judged on non-FCAT measures - but also would forbid extra FCAT practice tests and FCAT prep? Anyone know the reasoning behind that ruling?

Some nursing students of Seton Hall are up in arms over a school-administered standardized nursing exam, claiming the school gave them inaccurate information. The exam is a required prerequisite for a national nursing exam, and the minimum passing score was raised this year from 64% to 75%, but the old passing score was listed as current by at least one faculty member. Leaving aside the question of the jump in the cutscore (which could be reasonable if the exam material was actually easier this year), I’m appalled that some failing students are protesting. Doesn’t this suggest that their test prep was focused on making sure they know only about 65% of the material? The goal should be mastery of the material, and the exact cutscore shouldn’t have any impact on how a student prepares for an exam.

Elsewhere in NJ, teachers report frustrations with incorrect exam guidelines and directions. And in Canada, Irene Lanzinger, the president of the British Columbia Teacher’s Foundation, is quite vocal in her opposition to the Foundation Skills Assessment (FSA). All the classic anti-testing points get listed here - the test is misused, it doesn’t tell you how well schools are doing, it’s damaging to kids with low self-confidence, there’s no need to test every child to see how well a school is doing, there’s a concern about minority students, and so forth. Any BC readers out there who have experience with this exam?

Recently I reported that a passing score on a state standardized test would be required for a high school diploma in Oregon. Not so fast - The Mail Tribune reports that “an array of choices” will be available for those due to graduate in 2012. SAT, ACT, and PSAT scores might count, as will work samples. Some local educators are quoted as being quite happy with this outcome, as it allows for the students who learn in different ways - but this will still leave the state open to the charge of allowing different students to meet different standards to earn the same diploma.

And on a more personal note: If you are associated in any way with Drexel University in Philadelphia, you’ll appreciate hearing that I ran in the University City 5K this weekend. It was my first race ever, and the event raised $24,000 towards the Nicholas Pipino Scholarship Foundation. Not only was my time a personal best, but the weather was great, and I even got to pose with the Drexel Dragon. What more can you ask for?