On Mon, 11 Feb 2008 19:55:22 GMT, Short Wave Sportfishing
wrote:

On Mon, 11 Feb 2008 14:09:13 -0500, John H.
wrote:

On Mon, 11 Feb 2008 15:13:45 GMT, Short Wave Sportfishing
wrote:

On Mon, 11 Feb 2008 08:25:42 -0500, John H.
wrote:

On Mon, 11 Feb 2008 02:46:06 GMT, Short Wave Sportfishing
wrote:

On Sun, 10 Feb 2008 21:28:36 -0500, John H.
wrote:

If the tests are developed and administered properly, the teachers don't
know what's on the test anyway. They know what the standards of learning
are, and they try to ensure the students can meet the standards.

Unfortunately, you are out of touch. That may be how it used to work,
but not under the new NCLB "Standard".

The reason? They have to teach across a broad population from the
slowest to the brightest including those who can't/won't learn. They
have to up the high end as far as possible to raise the average to
acceptable levels for continued funding or the dreaded take over by
the State.

So, are you saying that the teachers in CT know what the test questions
will be and actually use those questions to design their curriculum?

Then your school system has big problems.

Why does it work in Virginia, but not in your school district? We've been
using the Virginia Standards of Learning (SOL) test for years and it meets
all the requirements of the NCLB.

Well, let's cut to the chase.

Who develops your Mastery Test or whatever they call it in Virginia?

The Standards of Learning Tests are developed by the state.

Not what I asked.

Who develops the actual test?

The questions are initially developed by ETS. They are then reviewed by a
committee of 15 educators in the VDOE. This group can adopt, modify, or
throw out questions. The questions are then field tested, and the results
returned to VDOE where the field test statistics are reviewed and the
questions reevaluated. Finally, they are adopted to become part of the
test.


--
John H