Literacy assessment and the politics of identities

Reading and Writing Quarterly

Volumn 13, Issue 3, 1997, Pages 261-278

  Murphy, Sharon ^a  

^a YORK UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008756960     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/1057356970130305     Document Type: Article

References (69)

1. Anastasi, A. (1982). Psychological testing (5th ed.). New York: MacMillan.
2. Baxter, S. (1993). A child is not a toy: Voices of children in poverty. Vancouver, B.C.: New Star Books.
3. Bennett, R. E., & Ward, W. C. (Eds.). (1993). Construction versus choice in cognitive measurement: Issues in constructed response, performance testing, and portfolio assessment. Hillsdale, NJ: Lawrence Erlbaum.
4. Bradley, J. M. (1976). Evaluating reading achievement for placement in special education. Journal of Special Education, 10, 237-245.
5. Brescia, W., & Fortune, J. C. (1989). Standardized testing of American Indian students. The College Student Journal, 2, 98-104.
6. Brooks, S. S. (1920). Getting teachers to feel the need for standardized tests. Journal of Educational Research, 2, 425-435.
7. Brooks, S. S. (1921). Measuring the progress of pupils by means of standardized tests. Journal of Educational Research, 4 (3), 161-171.
8. Bursztyn, A. M. (1992). The effects of judgmental heuristics on the psychoeducational assessment of language minority children. Unpublished doctoral dissertation, Columbia University, New York.
9. Chittenden, E. A. (1987). Styles, reading strategies and test performance: A follow-up study of beginning readers. In R. O. Freedle & R. P. Duran (Eds.), Cognitive and linguistic analyses of test performance (pp. 369-390). Norwood, NJ: Ablex.
10. Coley, R. J., & Goertz, M. E. (1990). Educational standards in the 50 states. Princeton, NJ: Educational Testing Service.
11. Crocker, L., Schmitt, A., & Tang, L. (1988). Test anxiety and standardized achievement test performance in the middle school years. Measurement and Evaluation in Counselling and Development, 20 (4), 149-157.
12. Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press.
13. Emihovich, C. (1990). Ask no questions: Sociolinguistic issues in experimental and testing contexts. Linguistics and Education, 2, 165-183.
14. Farr, R., & Beck, M. (1991). Formal methods of evaluation. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 489-501). New York: MacMillan.
15. Farr, R., Pritchard, R., & Smitten, B. (1990). A description of what happens when an examinee takes a multiple-choice reading comprehension test. Journal of Educational Measurement, 27, 209-226.
16. Figueroa, R. A. (1989). Psychological testing of linguistic-minority students: Knowledge gaps and regulations. Exceptional Children, 56, 145-152.
17. Fowles, B. A., & Kimple, J. A. (1972). Language tests and the "disadvantaged" reader. Reading World, 11 (3), 183-195.
18. Freedle, R., & Kostin, I. (1994). Can multiple-choice reading tests be constructvalid? A reply to Katz, Lautenschlager, Blackburn, and Harris. Psychological Science, 5, 107-110.
19. Galagan, J. E. (1985). Psychoeducational testing: Turn out the lights, the party's over. Exceptional Children, 52, 288-299.
20. Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (2nd ed.). New York: Basic Books.
21. Gifford, B. R. (1989). The allocation of opportunities and the politics of testing: A policy analytic perspective. In B. R. Gifford (Ed.), Test policy and the politics of opportunity allocation (pp. 3-32). Boston: Kluwer Academic Publishers.
22. Goodman, Y. M. (1991). Informal methods of evaluation. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 502-509). New York: MacMillan.
23. Griffin, P., Smith, P. G., & Burrill, L. E. (1995). The American literacy profile scales: A framework for authentic assessment. Portsmouth, NH: Heinemann.
24. Guskey, T. R., & Kifer, E. W. (1990). Ranking school districts on the basis of statewide test results: Is it meaningful or misleading? Educational Measurement: Issues and Practice, 9 (1), 11-16.
25. Hacking, I. (1990). The taming of chance. Cambridge: Cambridge University Press.
26. Haertel, E. (1989). Student achievement tests as tools of educational policy: Practices and consequences. In B. R. Gifford (Ed.), Test policy and the politics of opportunity allocation (pp. 25-50). Boston: Kluwer Academic Publishers.
27. Hall, J. L., & Kleine, P. E (1992). Educators' perceptions of NRT misuse. Educational Measurement: Issues and Practice, 11 (2), 18-22.
28. Hanson, F. A. (1993). Testing testing: Social consequences of the examined life. Berkeley: University of California Press.
29. Henry, P., Bryson, S., & Henry, C. A. (1989). Black student attitudes toward standardized tests: Does gender make a difference? College Student Journal, 23, 346-354.
30. Herman, J. L., & Golan, S. (1993). The effects of standardized testing on teaching and schools. Educational Measurement: Issues and Practice, 12 (4), 20-25 & 41.
31. Jackson, G. D. (1975). On the report of the ad hoc committee on educational uses of tests with disadvantaged students: Another psychological view from the Association of Black Psychologists. American Pyschologist, 30, 88-93.
32. Johnston, P. H. (1983). Reading comprehension assessment: A cognitive basis. Newark, DE: International Reading Association.
33. Karmos, A. H., & Karmos, J. S. (1984). Attitudes toward standardized achievement tests and their relation to achievement test performance. Measurement and Evaluation in Counselling and Development, 17 (2), 56-66.
34. Koretz, D., Stecher, B., Klein, S., & McCaffrey, D. (1994). The Vermont portfolio assessment program: Findings and implications. Educational Measurement: Issues and Practice, 13(3), 5-16.
35. Linn, R. L. (1986). Educational testing and assessment: Research needs and policy issues. American Psychologist, 41, 1153-1160.
36. Madaus, G. F. (1992). An independent auditing mechanism for testing. Educational Measurement: Issues and Practice, 11 (1), 26-29 & 31.
37. McGill-Franzen, A., & Allington, R. L. (1993). Flunk'em or get them classified: The contamination of primary grade accountability data. Educational Researcher, 22 (1), 19-22.
38. Mehrens, W. A., Phillips, S. E., & Schram, C. M. (1993). Survey of test security practices. Educational Measurement: Issues and Practice, 12 (4), 5-9 & 19.
39. Miller, S. K. (1990). Interaction effects of gender and item arrangement on test and item performance. Dissertation Abstracts International, 51 (6), 1959-A.
40. Milofsky, C. (1989). Testers and testing: The sociology of school psychology. London: Rutgers University Press.
41. Mislevy, R. J. (1993). Foundations of a new test theory. In N. Frederiksen, R. J. Mislevy & I. I. Bejar (Eds.), Test theory for a new generation of tests (pp. 19-39). Hillsdale, NJ: Lawrence Erlbaum.
42. Moss, P. A. (1994). Can there be validity without reliability? Educational Researcher, 23 (2), 5-12.
43. Murphy, S. (1995). Revisioning reading assessment: Remembering to learn from the legacy of reading tests. Clearing House, 68 (4), 235-239.
44. Nolen, S. B., Haladyna, T. M., & Haas, N. S. (1992). Uses and abuses of achievement test scores. Educational Measurement: Issues and Practice, 11 (1), 9-15.
45. O'Connor, M. C. (1989). Aspects of differential performance by minorities on standardized tests: Linguistic and sociocultural factors. In B. R. Gifford (Ed.), Test policy and test performance: Education, language, and culture (pp. 121-181). Boston: Kluwer Academic Publishers.
46. O'Reilly, C, Northcraft, G. B., & Sabers, D. (1989). The confirmation bias in special education eligibility decisions. School Psychology Review, 18 (1), 126-135.
47. Palmer, D. J., Olivarez, A., Willson, V. L., & Fordyce, T. (1989). Ethnicity and language dominance—influence on the prediction of achievement based on intelligence test scores in nonreferred and referred samples. Learning Disability Quarterly, 12, 261-274.
48. Paris, S. G., Lawton, J. C, Turner, J. C, & Roth, J. L. (1991). A developmental perspective on standardized achievement testing. Educational Researcher, 20, 12-30.
49. Perrone, V. (1991). On standardized testing. Childhood Education, 67, 132-142.
50. Sadker, M., & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. New York: Touchstone.
51. Scruggs, T. E., & Mastropieri, M. A. (1988). Are learning disabled students "test-wise"?: A review of recent research. Learning Disabilities Focus, 3 (2), 87-97.
52. Scruggs, T. E., Mastropieri, M. A., & Tolfa-Veit, D. (1986). The effects of coaching on the standardized test performance of learning disabled and behaviorally disordered students. Remedial and Special Education, 7 (5), 37-41.
53. Scruggs, T. E., White, K. R., & Bennion, K. (1985). Teaching test-taking skills to elementary-grade students: A meta-analysis. Elementary School Journal, 87, 69-82.
54. Serwatka, T. S., Deering, S., & Stoddard, A. (1989). Correlates of the underrepresentation of black students in classes for gifted students. Journal of Negro Education, 58, 520-530.
55. Shannon, P. (1986). Consensus or conflict: Views of reading curriculum and instructional practice. Reading Research and Instruction, 26, 31-49.
56. Shepard, L. A. (1991). Psychometricians' beliefs about learning. Educational Researcher, 20 (7), 2-16.
57. Shepard, L. A. (1993). The place of testing reform in educational reform: A reply to Cizek. Educational Researcher, 22 (4), 10-13.
58. Sizer, T. R. (1995). Forward. In L. Darling-Hammond, J. Ancess, & B. Falk, Authentic assessment in action: Studies of schools and students at work (pp. vii-ix). New York: Teachers College Press.
59. Smith, M. L., & Rottenberg, C. (1991). Unintended consequences of external testing in elementary schools. Educational Measurement: Issues and Practice, 10 (4), 7-11.
60. Steele, J. L., & Meredith, K. (1991). Standardized measures of reading achievement for placement of students in Chapter 1 and learning disability programs: A nationwide survey of assessment practices. Reading Research and Instruction, 30 (2), 17-31.
61. Taylor, D. (1991). Learning denied. Portsmouth, NH: Heinemann.
62. Tierney, R. J. (1990). Verbocentrism, dualism, and oversimplification: The need for new vistas for reading comprehension research and practice. In R. Beach & S. Hynds (Eds.), Developing discourse practices in adolescence and adulthood (pp. 246-260). Norwood, NJ: Ablex.
63. Tolfa, D., Scruggs, T. E., & Bennion, K. (1985). Format changes in reading achievement tests: Implications for learning disabled students. Psychology in the Schools, 22, 387-391.
64. Trueba, H. T., Jacobs, L., & Kirton, E. (1990). Cultural conflict and adaptation: The case of Hmong children in American society. New York: Falmer.
65. Valencia, S. W., Hiebert, E. H., & Afflerbach, P. P. (1994). Authentic reading assessment: Practices and possibilities. Newark, DE: International Reading Association.
66. Valencia, S., & Pearson, P. D. (1986). New models for reading assessment. Reading Education No. 71. Champaign, IL: Center for the Study of Reading, University of Illinois at Urbana-Champaign.
67. Valencia, S. W., & Pearson, P. D. (1987). Reading assessment: Time for a change. The Reading Teacher, 40, 726-732.
68. Willis, A. I. (1991). Panorama: A narrative history of standardized elementary reading comprehension test development and reading test authors in the United States, 1914-1919. Volumes I and II. Dissertation Abstracts International, 51 (10), 3374-A.
69. Wodtke, K. H., Harper, F., Schommer, R. M., & Brunelli, P. (1989). How standardized is school testing? An exploratory observational study of standardized group testing in kindergarten. Educational Evaluation and Policy Analysis, 11 (3), 223-235.