Districts' most frequently stated testing weaknesses are lack of alignment with standards and curriculum and time taken from instruction, each cited by 24 percent¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2005: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Lack of alignment with learning standards, curriculum, and instruction is the most frequently stated weakness, noted by 24 percent of respondents. → John Q. Easton 2000
q2 i? An equal 24 percent cited time taken from instruction; 18 percent cited results not used to full potential, and 14 percent cited cost. → 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 weaknesses of district testing programs, displayed in Figure 5. The report states "An equal number of districts—24 percent—pointed to the amount of Time Taken from Instruction," with 18 percent citing results not fully used and 14 percent citing cost.
"The most frequently stated weakness of district assess- ment programs, noted by 24 percent of respondents, is Lack of Alignment with learning standards, curricu- lum, and instruction (see Figure 5)."
Discussion¶
Related Claims¶
- Districts rate ISAT alignment to state learning standards highest among five rated areas, but fewer than half use the top two categories, and month administered and speed of reporting rate lowest — related
- Districts' most frequent suggestions for improving ISAT are stability and consistency and faster turnaround, each urged by about one-quarter of districts — 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 often cite quality and integrity of the testing program as its strength, followed by identifying student strengths and weaknesses — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
district-testing-weaknesses-alignment-time |
title |
Districts' most frequently stated testing weaknesses are lack of alignment with standards and curriculum and time taken from instruction, each cited by 24 percent |
description |
Districts' most frequently stated testing weaknesses are lack of alignment with standards and curriculum and time taken from instruction, each cited by 24 percent |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2000 |
recheck_by |
2005 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — john-q-easton-2000 |
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