Achievement Testing Term Paper

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Achievement Testing

Howell and Rueda in their article Achievement Testing with Culturally and Linguistically Diverse Students question the veracity of the widely used Standardized Norm-Referenced Achievement Test (SNAT) in measuring systematic differences among group means. As they point out, SNAT characteristics, are: completely nonaligned with instruction; assume a uniform curriculum, schooling, language proficiency and sociocultural experience across student groups; and are designed for an outside purpose of formulating education policy. Given the limitations of SNATs, Howell and Rueda explore the alternative Curriculum-Based Measurement (CBM) and the Performance Assessment (PA) approaches to student achievement.

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Though more aligned to classroom curriculum and instruction, these alternatives too have their limitations. The CBM focus on task-analytic decomposition of complex domains, for example, is of concern for teachers of language minority students who commonly use more holistic or 'whole-language' approaches. Similarly, the reliance of PA on the use of complex and interactive tasks is more likely to interact differentially across different student populations unless systematically controlled. By….....

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