If ISTEP is out, what should be next? Gregory J. Marchant, Ph.D. Department of Educational Psychology Ball State University PUBLIC FORUM – April 23

HB 1395 Study Panel goals: Determine the feasibility of using existing off-the-shelf tests as well as new testing approaches. NO, NOT VALID FOR INDIANA STANDARDS Reduce testing time while maintaining assessment integrity. IT IS A TRADE OFF, MORE “INTEGRITY” MEANS MORE TIME. Reduce costs associated with the administration of a statewide assessment. YES, INCREASE TEACHERS’ ROLE IN SPECIFICALLY ASSESSING STANDARDS Achieve test transparency and fairness to schools, teachers, and students. ??? Meet the requirements of the Every Student Succeeds Act, including new school accountability metrics based on multiple measurements. IMPLEMENTSTANDARDS-BASED GRADING SYSTEM Determine how student test performance will affect teacher evaluations. IT SHOULD NOT

What is the purpose of the state test? Instructional information for teachers Achievement information for students and parents Consequences for students, teachers, schools (accountability) Political tool for privatization

Educational policy has more to do with politics than student achievement. No relationship between annual state high stakes testing and NAEP achievement (reading and mathematics). Marchant, G. J., Paulson, S. E., & Shunk, A. (2006). NAEP achievement: High-stakes testing policies and demographics. Education Policy Analysis Archives. Retrieved March 8, 2007 from http://epaa.asu.edu/epaa/v14n30/. Negative relationship between state high school graduation exam requirement and SAT scores. Marchant, G. J., & Paulson, S. E. (2005, January 21). The relationship of high school graduation exams to graduation rates and SAT scores. Education Policy Analysis Archives, 13(6). Retrieved January 21, 2005 from http://epaa.asu.edu/epaa/v13n6/. CA High School Exit Examination found no  positive effects on student achievement and large negative effects on graduation rates… these negative effects were “concentrated among low-achieving students, minority students, and female students.” CARE-ED (2016).

HIGHLY RECOMMEND:

Challenges in shortening a test Validity – Does it measure what it is supposed to measure? Does the test cover all of the state standards thoroughly (more valid)? Does the test only cover a subset of the content (less valid)? Reliability – Is the test accurate? Does the test have a large number of items (more reliable)? Does the test have fewer items (less reliable)?

What can be done to compliment testing and reduce the effect of less valid and less reliable testing Implement a state-wide standards-based grading system. Teachers assess, record, and report progress on specific standards.

Recommendations Implement state-wide standards-based grading system Reduce testing to minimum Eliminate writing section of tests Avoid time-consuming teacher accountability measures

If ISTEP is out, what should be next? Thank you for caring Gregory J. Marchant, Ph.D. Department of Educational Psychology

Averaged standardized test results exaggerate the impact of demographic differences, such as income and race. Individual Student SAT Scores State Average SAT Scores Marchant, G. J., & Paulson, S. E. (2001). State comparisons of SAT scores: Who’s your test taker? The Bulletin: The Journal for Middle Level and High School Leaders, 84(4), 12-20.

Averaged (disaggregated) categories hide important differences

Race Matters/Black Life Matters

Race Matters/Black Life Matters

Race Matters/Black Life Matters