Only Two States Have Rules To Prevent Cheating On Computerized Tests
New submitter Williamcole sends news that in many U.S. states, educators will begin administering standardized tests on school computers this school year. Unfortunately (or perhaps fortunately, for the sneakier kids), only two states have codified regulations to prevent cheating and make sure the tests are secure: Oregon and Delaware. According to a new report (PDF) from American College Testing (ACT), the other states aren't doing enough to prevent keyloggers, transmission of test materials, or even teachers going in afterward to change a student's responses. They also warn that the kids will likely find ways to access the internet while taking the test, letting them look up answers as needed. Even the rules in Oregon and Delaware have weaknesses ACT recommends strengthening before testing begins.
The odd thing is, after succeeding at exams and leaving education with a glowing set of grades, they'll get a job in which if they refused to use the internet to look up answers, they'd be fired.
I should use this sig to advertise my book ISBN-13 : 978-1501515132.
..why do we need the government regulating school tests?
What are you going to do, bring little Johnny up on federal charges for cheating?
The problem with standardized testing isn't the test, but the tendency to "teach to the test". One of the best teachers I had in high school was my AP Chemistry teacher. Unlike other AP courses I took, we never saw an AP-style question until we took the exam. He taught chemistry and expected us to be able to handle the test format, not really worrying too much about precisely what chemistry would appear on the test. His students tended to do well on the AP exam.
NCLB and related policies that highlight standardized test scores, have the effect of teachers not teaching content and teaching test taking skills instead, even though that is counterproductive. I don't have a good solution, but the current policies are not it. Personally, I'd argue that schools spend far too much time on measuring student learning instead of actually teaching.