Testing and urban kids

NEA Today, Nov 1999

For the past 20 years, Hill and his Teachers College doctoral students-from multicultural backgrounds-have been analyzing student responses to standardized tests, particularly reading tests.

"We are bothered by the model of literacy testmakers use," says Hill. "What we have found over the years is a patternthe right answer is low level, like defining a word or recycling some information. It's not challenging and it's pretty boring."

The "distractors," or wrong answers, notes Hill, actually invite kids to be more creative."

According to Hill's research, children from nonmainstream cultural backgrounds are more frequently attracted to distractors and give logical reasons for their choices.

"This old mechanical model of literacy does not do justice to the complex way people really read," says Hill, whose subjects talk into a tape recorder while taking tests, allowing researchers to analyze their thinking processes.

"Standardized tests in general tend to dumb down the curriculum, but the problem is more severe with reading tests," says Hill. "They don't give a true picture."

Hill wants to see a more comprehensive approach.

"Conventional testing is based upon a 19th century model," says Hill. "It's out of touch with our knowledge of how people learn."

Hill also argues that students aren't given enough time to adequately assess.

"If we shift into an alternative mode, we've got to let go of that 40minute frame,' says Hill. a research fellow at the U.S. Department of Education last year.

Hill recently wrote a report for College Board testmakers, who want to develop new ways of assessing students.

"Instead of everything revolving around the printed language," he points out. "you can use multimedia, movies, speech, and writing."

Hill and his colleagues helped teachers in the New York area develop alternative assessment models. Students compile portfolios and don't take multiple-choice tests. Tests are also less time driven, giving students a chance to make inferences and give richer, more constructive responses. xf

For More:

To contact Hill, E-mail cah34@columbia.edu. His new book, Children and Reading Tests, co-authored with Eric Larsen, is available from Ablex Press by calling 800/398-9985 or 203/323-9606.

Hill is the Arthur I. Gates Professor of Language and Education at Columbia University Teachers College in New York City. He also directs the Program in African Languages at Columbia s Institute of African Studies.