The real test bias: Influences of testing on teaching and learning.

Abstract

Became test information is important in attempting to hold schools accountable, the influence of tests on what is taught is potentially great. There is evidence that tests do influence teacher and student performance and that multiple-choice tests tend not to measure the more complex cognitive abilities. The more economical multiple-choice tests have nearly driven out other testing procedures that might be used in school evaluation. It is suggested that the greater cost of tests in other formats might be justified by their value for instruction-to encourage the teaching of higher level cognitive skills and to provide practice with feedback.

A Historical Survey of Research Regarding Constructed-Response Formats

“…However well-intentioned the use of the multiple-choice format may have been, Frederiksen (1984) claimed that it represented the "real test bias." In doing so, he contributed to fueling the demand for constructed-response forms of assessment.…”

“…The calls for direct assessment that promotes learning joined the earlier Frederiksen (1984) assault on the multiple-choice item type, which had been heard loudly and clearly, judging by the number of citations to that article. 51 The idea of authentic assessment (Wiggins 1989) as an alternative to the standardized multiplechoice test, took hold among many educators, and several states launched major performance-based assessments.…”

“…by the publication of Construction Versus Choice in Cognitive Measurement (Bennett and Ward 1993), following the indictment of the multiple-choice format by Norm Frederiksen (1984) regarding the format's potentially pernicious influence on education. The chapters in the book made it clear that the choice of format (multiple choice vs. constructed response) includes considerations of validity broadly conceived.…”

An Assessment Program Using Standardized Clients to Determine Student Readiness for Clinical Practice

“…5,6 Moreover, other researchers suggest that validity is increased when students are tested in realistic conditions. 4,7 Variability and unpredictability of live examinations and intermittent availability of patients are limitations of testing with patients in real settings. These limits have given rise to the development of assessment methods in medical education using stand-in performers.…”

“…8,9 Authentic whole-case live encounters using performers have proliferated in medical schools and licensing examinations since first being introduced in 1964. 7,[10][11][12] Colleges and schools of pharmacy have adapted and refined the innovation for use in performance-based assessment of pharmacy students. 13,14 The more inclusive term standardized client was chosen for the Kansas program to accommodate a broader set of assessment scenarios.…”