Admission Tests Produce Inaccurate Data When Measuring Student Achievement
THE STATES USING COLLEGE admission tests for measuring achievement of state learning standards are being cautioned to rethink using tests in this manner in a new report from the Center for Evaluation and Education Policy (CEEP) at Indiana University. There are currently six states using these tests for both high- and low-stakes testing to gauge No Child Left Behind compliance, which researchers worry is not accurately measuring high school achievement of the entire student population and not lining up with state curriculum learning standards.
Approximately 10 years ago, recalls Richard Noeth, education consultant and co-author of this report, a handful of states began using the SAT and ACT as a statewide measure of achievement. The problem, he says, is that these tests were developed to measure only the population of college-bound students. "When it's taken by all students, we see that a number of students were not performing will enough to be accurately tested because it's too difficult for them," says Noeth.
Admission tests also do not align with any state's curriculum and learning standards. Maine, Michigan and Illinois use college admission tests for high-stakes testing, which have direct consequences attached to the results, while Colorado, Kentucky and Wyoming use these tests for low-stakes testing, which have little consequences outside the school. …