Abstract
A qualitative observational study of standardized group testing in 10 kindergartens revealed many variations in testing conditions, numerous discrepancies from standardized administration procedures, and children’s behavior that contributed to difficulties in maintaining a uniform testing process. Testing practices in a number of kindergartens were so nonstandardized as to render their scores incomparable and quite possibly unreliable as well. Because one school district used the scores to place children in pre-first-grade transitional classrooms, the possible detrimental consequences to the children raises serious ethical concerns. Two teachers who were under considerable pressure to increase test scores exhibited a pattern of nonstandard testing procedures suggestive of “tester effects.” The results call into question the age appropriateness of high-stakes group testing in kindergarten.
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