The difference between "leveling the playing field" and "changing the game."
Interesting and important issues arise around the country about students seeking test accommodations, such as on graduation tests, the SATs, and many other tests, including tests at the post-secondary level. See, for example, the story in the January 23 Sun Journal from Portland, Maine, about a lawsuit against the state board that administers the bar exam for future lawyers.

The article reports that two plaintiffs are seeking additional time on the bar exam, due to their disabilities. The plaintiffs's attorney is reported to have said that the plaintiffs are not looking to get special treatment. Rather, they want simply to "level the playing field."

"Leveling the playing field" is a popular metaphor these days. And who can be against that? Not many of us. We all seek fairness and equal opportunity for all students.

But what is it? What is "leveling the playing field?" It is giving students an opportunity to take the test with necessary accommodations that do not fundamentally alter the test. See last week's blog.

To keep test results valid and meaningful, we need to be sure that a test maker specifies (i) what the purpose of the test is, (ii) what it is designed to measure, and (iii) how it is to be adminstered. These steps are vital to assure that test results actually measure what the test purports to measure; that is, that the results are valid. A test maker needs to instruct the educators and other who administer various tests about the above. As well, the students and parents at the K-12 level need to be notified. Ultimately, we who work in public education (and parents and students) need to be clear about which accommodations are allowed and which are not (because they would invalidate the purpose of the test).

If, for example, an exam is designed to measure how students perform under the pressure of specific time constraints, then providing extra time actually changes the game; i. e., it changes the test. It no longer measures how students perform under specific time constraints. It measures something else. The test may no longer be valid. Imagine, giving extra time for a student on a five-minute typing test. Doing so no longer measures how many words a student can type in five minutes. It measures something else. It's no longer just leveling the playing field; it's changing the game.

Important testing issues arise when, as in this timing example, accommodations actually DO alter the test fundamentally. The test becomes different test. And what then? What can the results mean?

In our standards-based public education system, if we are going to test students, as we now do all around the country, we need to be sure that our tests are those that people can rely on because they report valid results--what the test was designed to measure. It is important for test makers to distinguish clearly between leveling the playing field--an important goal--and changing the game--a troubling consequence of faulty test administration.

These issues matter. Faulty test adminstration does not lead to meaningful test results and ultimately, may lead to the loss of faith in testing programs.
- posted by Miriam @ 9:43 PM