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A Developmental Perspective on Standardized Achievement Testing

The Department of Psychology, Mason Hall, University of Michigan, Ann Arbor, M148109. His specializations include developmental psychology, educational psychology, and literacy

Theresa A. Lawton, Graduate Student

The Department of Psychology, University of Michigan. Her specialization is developmental psychology

Julianne C. Turner, Graduate Student

The Combined Program in Education and Psychology, University of Michigan, 1406 SEB, Ann Arbor, MI 48109. Specialization: educational psychology

Jodie L. Roth, Graduate Student

The Combined Program in Education and Psychology, University of Michigan. Her area of specialization is educational psychology

Throughout the 1980s there was a proliferation of achievement testing in America to promote and assure the effectiveness of educational reforms. However, both traditional innovative forms of assessment failed to consider the cumulative impact of repeated testing on students" attitudes and motivation. Our surveys of students in Grades 2–11 revealed that by adolescence many students become suspicious and cynical about tests. A large number of students, especially low achievers, become anxious about tests, cheat, try half-heartedly, or use poor test-taking strategies. These reactions may preserve students’ feeling of competence when they receive low test scores, but they undermine the validity of the test scores and discourage genuine learning. A developmental perspective on testing may prevent students’ counterproductive reactions and may help to guide reforms in educational assessment.

Educational Researcher, Vol. 20, No. 5, 12-20 (1991)
DOI: 10.3102/0013189X020005012


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