Districts' most frequent suggestions for improving ISAT are stability and consistency and faster turnaround, each urged by about one-quarter of districts¶

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? About one-quarter of districts cited a need for stability and consistency, nearly all using the words "consistency" and "stability." → John Q. Easton 2000 q2 i? An equal 25 percent urged faster turnaround, 20 percent asked to change the test date, and 14 percent each advocated increasing grades tested and de-emphasizing accountability. → 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

Final open-ended survey question asking districts how the ISAT program could be improved (Figure 7). The report states "An equal number of districts (25 percent) urged Faster Turnaround," with 20 percent asking to change the test date and 14 percent each for more grades tested and de-emphasizing accountability.

"The most frequent response made by about one-quarter of districts was the Need for Stability and Consistency ."

Discussion¶

Related Claims¶

• 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
• ISAT scores are not comparable over time: students with identical earlier and later test scores earned different seventh-grade ISAT scores depending on the year tested — related
• 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
• 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