"The [SAT-9] doesn’t test what we teach necessarily. It is not a good tool." (teacher)

"I would say that I don't think that the SAT-9 tests are an authentic assessment of students, teachers, or schools because the content [of the tests] does not match the state standards. Because it's a norm-reference test, by definition not everyone can succeed so its results reinforces [the state of] education in our society in a predictable way" (teacher)

"Many things I've read about standardized testing seem to point out that test scores do not accurately reflect a student's potential performance. If this is so, it is interesting that of all places, universities and education centers are such firm believers in the benefits of using test scores to predict future performance. One would think that the institutions doing the research would more carefully scrutinize their own admission processes. I do think that standardized testing is in need of serious reform--but it should not be totally eliminated. Standardized testing still does predict a basic level of proficiency in language and mathematics, and schools do need some way to screen potential applicants." (College graduate, engineer)

"[the test] evaluates SES more than anything... can never use SAT ( to evaluate how well a teacher teaches because students are going to learn if they're in an environment where learning happens... teachers are just part of that [home being the major area]... never modified teaching to the SAT 9s, I teach curriculum we don't teach the test... I think the SAT 9 is one way to evaluate children. However, you have to take into account that all children learn differently and they also respond differently to the same question... SAT 9s would probably give you a general idea of where students fit, but not a real evaluation of what kids can and can't do. Basically because of the time constraint... I've had kids score 14% on the test and get As in the class because they put the time into it." (teacher)

Standardized test are a one-dimensional measure of a multi-dimensional experience. If we put too much weight on this incomplete evaluation, then it will tend to distort the learning process. (parent)

"It's important to test kids if we use it to enhance curriculum, it's good thing... look for where we would use results to strengthen curriculum... but nobody does that yet... any parent can exempt any child. this year ELD students are being told they must take the test... if a kid has good English or good language skills, if not they're lost and that is not a fair test of their abilities... [if student has less than 12 months in the US they are given the test] in English and in Spanish... I'd test in the fall and get results ASAP so we could know what areas need to be stressed in that academic year... I would want to make certain that what we test is aligned with district standards and state framework, but presently they don't appear to be." (Administrator)

"I don’ think taking the test has any value to it. It doesn’t really determine anything except how good a test taker you are." (student)

"What does the test test?" (student)

"I think all these standardized tests like SAT, Golden State, STAR testing are useless. Some people are just not good at taking tests. That doesn’t mean they’re stupid or less qualified than others . These tests also shouldn’t help determine what colleges we go to." (student)

"I think that STAR testing is just another way of conformity and takes away from the individual mind. It’s worthless." (student)

"This test cannot tell you how smart you are or what you have learned in your classes. Everyone learns different things & in the test, there are questions some people have never heard or seen before. I think it tells you how smart you are because everyone is smart in their own way." (student)

"This test is another standardized form of stress for California students. These tests only measure how we take a test, not how smart we are or how hard we work. As far as I’m concerned, these tests are a joke." (student)

"I feel that it is good to know what subjects your [sic] weak in and should approve it." (student)

"I don’t like the test because I always get below average but in class I can get above average grades." (student)

"I don’t think that there’s a need for the test. We take the SAT." (student)

"I wonder if this test really does manage to test what students learn from their schools. Does a school with a higher rank have more competent teachers and better classes or is that rank based on how hard students work in general competition in the school." (student)

"Towards the end I just didn’t care that much and just worried about getting finished fast." (student)

Test Design

"Towards the end I just didn’t care that much and just worried about getting finished fast." (student)

"I usually feel like I won’t have time to finish and then I get more nervous so I don’t do a good job anyway." (student)

"I don’t fell [sic] good because I don know to much English and I can't make the test." (student)

"It makes me felt stupid or "tanta" because I not able to answer or the questions in the test for my first language that is Spanish." (student)

"... I'm sure language gets in the way... " (teacher)

"A lot of the questions were unclear and need to be reworded." (student)

Self and Public Image:

"As a faculty member at a school in a lower socio-economic area, the SAT 9 is a demoralizing experience. It feels like no matter how hard I am trying, this test will show that I have failed in the eyes of the public." (Parent, school librarian, and former teacher)

"I don't want to be judged by my students' test scores. Whether learning is happening doesn't come across in those tests." (teacher)

"I look at the test results and the only thing I care about is that our school is not significantly below [the other middle school in the district because then they come in here and want to make all sorts of changes..." (teacher)

"Teachers disapprove this test only because it measures their performances." (student)

"I think this test is wrong. It measures the school not the one who takes it." (student)

"I am nervous because I don’t want my friends to think I shouldn’t be in their honors classes if I get a bad grade. I’ve worked hard to learn English but sometimes those test make me feel like I don’t really know it [English] at all." (student)

"Well, it’s kind of annoying because even if I wanted to study for it, I couldn’t and I usually study for tests when I can." (student)

"Well I don’t like the test because it compares with other people and other schools just to see how smart you are. And it unfair to the student who really can’t speak or understand English well so I not helping them out or the school." (student)

"I think this test is a waste of time. XX only emphasizes it so much because they don’t want their ranking to go down [funding will go down, house value goes down, prestige goes down]. How selfish. At least it’s easier than SAT’s." (student)

"I feel this test is a good think to take just to rank the school. It is so good to see where the school needs to improve on. I don’t think that is should get you into a UC school or not. Teenagers have enough pressures about test to take to get into college without having to worry about another test." (student)

"I’m really not affected by it. I just want to take so we can beat [another] school’s score." (student)

Stakes:

"I think we don’t spend enough time preparing for the test. The teachers don’t sit down and explain how important this test is. Most people do bad because they don’t know it effects  them." (student)

"I believe this test is irrelevant, and not necessary for the state to do." (student)

"The test I think it is good to take because basically it is for determining what you learned for the past days in school. I agree that all students should take it and also take it seriously because I heard that it can effect their school. I think every student should all take it and try their best on it." (student)

"I think that the test was relatively easy, and seemed almost like a waste of time. It was more like something I was forced to do rather than something that added to my knowledge." (student)

Background
Results & Analysis
Quotations
Schedule
Summary

Copyright © 2000, Education 388A, Stanford University