Districts most often cite quality and integrity of the testing program as its strength, followed by identifying student strengths and weaknesses¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? More than half of districts described strengths in terms of quality and integrity of the testing program, emphasizing consistency, objectivity, fairness, accuracy, and credibility. → John Q. Easton 2000 q2 i? Twenty-eight percent of districts cited the tests' ability to identify student strengths and weaknesses as a strength, and 21 percent cited curricular alignment. → John Q. Easton 2000

Evidence¶

John Q. Easton 2000¶

John Q. Easton. (2000). Testing and Assessment in Illinois School Districts. The Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/testing-and-assessment-illinois-school-districts

q2 · i? · associational · r2

Open-ended survey responses on strengths of district testing programs, displayed in Figure 4. The report states "Twenty-eight percent of districts used similar language" about identifying student strengths and weaknesses, and "Twenty-one percent of districts made comments about alignment" between tests and curriculum or standards.

"More than half of them described strengths in terms of the Quality and In- tegrity of the Testing Program."

Discussion¶

Related Claims¶

• Accountability strengths lie in school climate and communication while stakeholder-involved vision evaluation scores lowest — related
• Nearly 90 percent of Illinois districts cite student assessment purposes as major purposes of their district-wide testing programs, with measuring student performance most common
• Districts' most frequent suggestions for improving ISAT are stability and consistency and faster turnaround, each urged by about one-quarter of districts — related
• Districts' most frequently stated testing weaknesses are lack of alignment with standards and curriculum and time taken from instruction, each cited by 24 percent — related