A Re:Examination of examinations, "Proficiency" type. 

"What's the use?!" A quote, lament, often associated with a state of mind, strong feelings of helplessness...powerlessness..."it's hopeless". In my professional life, in the context of an "Educational Psychologist" -- one who seeks to identify and address those encumbrances contributing to a student's underachievement, perhaps after they have experienced a less-than-expected outcome to a test they have spent considerable time and effort prepping for, even after implementing some well-designed strategies for both preparing and taking tests, those that they have received after an individualized assessment of their strengths and weaknesses in an office like mine, or perhaps from a group course their parents have shelled out big bucks for ("ACT/SAT Prep") that their son or daughter attended during after school hours😞. Just imagine how students in "Stand and Deliver" felt (see post from September 26th for trailer), after so much diligence, after being told time and time again they were not capable (of learning in general, let alone algebra...calculus!), after being convinced to push themselves past their limits, end up being called "Cheats!"😢😠...for the full effect I suggest you view the film, one which I think should be a 'pre-rec' in prepping students for not only math, but what they are likely to experience...for we have all, on occasion, in the context of a quiz or a test, a less-than-expected outcome, which can easily lead to such a mental set...one that can happen under the best of circumstances, let alone when tests are either poorly designed, not administered correctly, misinterpreted, their results mis-used, or, of course, "all the above" (which is usually either "d" or "e" on a multiple choice test). While students of today and their teachers may complain that they are "over-exposed" to (proficiency) tests, and whether we as a society, "educational establishment" have over-reacted to the exposure of a lack of proficiency in our students nationwide, is a matter of ongoing debate, one which I actively participate in elsewhere. What I will re-examine here today is what happens when (proficiency) tests, even those which are scientifically derived and standardized, are not used as intended....as in measuring the proficiency, otherwise referred to as 'mastery' or 'competency' of our...

Aspiring Students: Those that are trying to approximate those aspirations that we, as an "educational establishment', society-at-large, have set for them, as in "minimum requirements for passing". As aspiring psychometricians (those who eventually might even be called on for their "expertise" in such an area) at the highest level of "higher education" we had to learn in great breadth and depth all the standards that "standardized" tests have to meet prior to being unleased on the general public (i.e., the 'captive audience' of school children). These included whether the tests had sufficient "reliability" and (types of) "validity", on what groups they were standardized on (i.e., the "norm" group), how they are administered the same way each and every time, how they are interpreted correctly, appropriately...and even studies on "test taking effects" -- that is, the effects on the subjects that are being subjected to taking such a test, perhaps on subjects with which they have minimal familiarity (e.g. "novel problem solving" tasks, which are usually included in "aptitude" or "intelligence" tests) -- experiences we ourselves had to endure by subjecting ourselves to some of these tests prior to getting some "volunteers" (usually kids of friends😒) while we were being observed by our professors and peers 😟, after which we had our write-ups "critiqued" 😢😠. Humbling experience, as well as one which enhanced a sense of empathy for test-takers, empathy that started wearing off after I had administered a few midterms and finals as an "adjunct" professor...😏. So, tests, including those of a "proficiency" type are not casually designed, nor are the effects of test taking to be taken lightly, nor the effects of mis-use...

"Simply Put" A common line from parents and teachers, frequently when they are re-explaining something they have just explained in greater-than-necessary detail, even after a test has been given and they are explaining to students the "correct" response..."in clearer, more direct, or more understandable terms..." so as to minimize such errors, mis-understanding in the future. Such as, when I told even my graduate level students in "Educational Psychology for Teachers" the critical importance, in the context of interpreting proficiency tests, the difference, operational definitions of a percentage as compared to, contrasted with, often confused with, a percentile -- definitions that I actually introduced the first day of class, tested them on in the mid-term and, partly due to the rate of confusion, before I re-leased these aspiring teachers to interpret such tests, again on the "final exam". Confusion that persists to this day, after the three groups of "Outsiders" (see September26th and even the book if you want the full effect) called for, led to a surge of proficiency tests. Which, around these parts, initially included reading and math, and was accompanied by a neat little fold out template parents would get at conferences: "If your child scored 75% or better, they are considered proficient" Even then there were cases where 75% was mis-construed as being a "little above average" (isn't every-body these days😕?) which the test was neither designed to reveal nor did it include a score that would allow such a comparison, only one that allowed us as parents, teachers, "educational establishments" understand how closely students were approximating the aspirations, "absolute minimums" we set for them, on their behalf, instrumental for their future..."Proficent"😇😟...tests that would eventually include more sections, more scores which, while well-intended and in many cases well-designed, has contributed in no small way to a decrease in proficiency in test interpretation by both teachers and parents...and has also been accompanied by a gradual 'corruption' in the way in which these tests are used. That is, while they still allow for important glimpses into the minds of our students, individually and collectively, that should lead ("inform" as the test manufacturers put it) to better curriculum and instructional strategies...they are, these days, way-too-often (mis)used to compare students, schools, districts...politicized. If not corrected, could lead to their "cancellation", see them fall into dis-use which would ultimately, if abandoned altogether, only once again lead to a -resurge... 

"No end in sight" Not until we get "back to basics" as in "Proficiency", testing.