Re: cheating and policing

["George K. Cunningham" <gkc@LOUISVILLE.EDU>]

Monty may have some more recent data, but there were some early studies that
seemed to show that the race of an examiner affected the scores of African
American subjects on indivdual intelligence tests, but later more thorough
research has failed to support those early research findings.

George Cunningham

-----Original Message-----
From: Assessment Reform Network Mailing List
[mailto:ARN-L@LISTS.CUA.EDU]On Behalf Of Gerald W. Bracey
Sent: Monday, June 05, 2000 4:00 PM
To: ARN-L@LISTS.CUA.EDU
Subject: Re: cheating and policing


It might not be a big point, Monty but do the data indicating a stranger
adminstering an IQ test lowers scores of African American kids come group
administrations or individual administrations?
----- Original Message -----
From: Monty Neill <Mneillft@AOL.COM>
To: <ARN-L@LISTS.CUA.EDU>
Sent: Monday, June 05, 2000 2:30 PM
Subject: cheating and policing


> As cases of cheating escalate, which at least leads some to question to
> impact of all the test-craziness, we also see calls for more policing --
> another way in which testing undermines democracy.
>
> In Maryland, students'  are randomly assigned to rooms for testing, which
> means they are not in with the regular teacher or many of their
classmates.
> Does this have an impact on scores? I don't know, but I do know research
on
> IQ tests found that having a stranger administer the test lowered scores
for
> African American children.
>
> At FairTest, we are arguing 1) that cheating is the result of unreasonable
> pressures, and 2) lots of "teaching to the test" is borderline cheating
(or
> across). We note that cheating seems to be increasing, but there is no
reason
> to believe more than a small number of teachers or principals does "hard
> core" cheating -- while there is huge teaching to the test. Among those
who
> do things like clue kids to change their answers, give answers, change
> answers afterward, etc., at least some do it to protect kids from what
they
> believe are bad tests or bad uses of the tests. Others might be looking to
> protect themselves, and some might be angling for the bonuses given in a
few
> cases to high scores.
>
> But in reading recent clips, I think we need to beware the police
"solution"
> to the problem, and to its impact on teachers and schools, on democracy,
and
> on at least some children as they take the tests.
>
> Monty Neill
> FairTest
>
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