Research Catalog

The testing trap : how state writing assessments control learning

Title: The testing trap : how state writing assessments control learning / George Hillocks, Jr. ; foreword by Miles Myers.
Author: Hillocks, George, Jr., 1934-
Publication: New York : Teachers College Press, ©2002.

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Status	Format	Access	Call Number	Item Location
Request for On-site Use Request Scan How do I pick up this item and when will it be ready?	Text	Use in library	LB3051 .H534 2002	Off-site

Details

Description

xii, 224 pages : illustrations; 24 cm.

Summary

Through interviews with over 300 teachers and administrators, Hillocks examines whether state writing tests in Illinois, Kentucky, Oregon, New York, and Texas actually improve students' ability to express their thinking in writing. Ultimately, Hillocks argues that the majority of existing tests actually have a harmful effect on the way students are taught to write. Hillocks demonstrates how the structure of assessment is actually responsible for the low level of thinking encouraged and reinforced in American classrooms. It is his contention that although politicians call for excellence, the tests that they create, and the formulaic writing they accept as passing, actually point to mediocrity as their true aim. In this way, political objectives are easily achieved but our children suffer the consequences. In addition to providing analyses of assessments that do not encourage good writing, The testing trap contrasts them to those that do. Concluding with practical procedures for examining and evaluating writing assessments, this book is a provocative and essential read for administrators, teachers, policymakers, parents, and all who care about the education of our children.

Series Statement

Language and literacy series

Uniform Title

Language and literacy series (New York, N.Y.)

Subject

Bibliography (note)

Includes bibliographical references (p. 209-215) and index.

Contents

The politics of mandatory assessment -- The study of state writing assessments -- Foundations of testing -- A test is not a test -- High stakes and mediocrity in Texas -- Teachers and administrators under pressure: the case of Texas -- Locking-in formulaic writing: the case of Illinois -- Schools, teachers, and the Illinois assessment -- Writing about texts: the case of New York -- Portfolio assessment in Kentucky and Oregon -- Response to portfolio assessments: Oregon and Kentucky -- Testing, thinking, and needed change.

ISBN

0807742309
9780807742303
0807742295
9780807742297

LCCN

2001055688

OCLC

ocm48450894
48450894
SCSB-8904601

Owning Institutions

Princeton University Library