\doc\web\2000\06\orwasl.txt CONFESSION THAT WASL IS INVALID "SHE SAID QUESTIONS WERE INCLUDED THAT WOULD BE TOO HARD FOR AVERAGE FOURTH-GRADERS OR STUDENTS WHO COULD MEET THE STATE STANDARD. THESE QUESTIONS MEASURE THE ABILITY OF STUDENTS WHO CAN EXCEED BOTH BENCHMARKS, SHE SAID." [Upper case added by Orlich for emphasis.] To: wa-ed-deform@egroups.com From: Don Orlich MIME-Version: 1.0 Mailing-List: list wa-ed-deform@egroups.com; contact wa-ed-deform-owner@egroups.com Delivered-To: mailing list wa-ed-deform@egroups.com Precedence: bulk List-Unsubscribe: Date: Fri, 26 May 2000 11:39:44 -0700 Reply-To: wa-ed-deform@egroups.com Subject: [wa-ed-deform] Columbian piece on WASL Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: 7bit Status: Attention all "ed-deform" readers. The May 22, 2000 issue of The Columbian, Vancouver, has two great articles, totaling about 125 column inches, by Richard S. Clayton. The stories can be accessed at To twick your interest let me just quote directly the following: "Meanwhile, SPI chief Terry Bergeson said the WASL isn't too hard. Teachers helped select each of the questions, based on the tougher skills included in the state standards and their experiences with student abilities." "The scores remain low, she said, because schools are still learning how to teach students these skills: problem-solving; understanding math concepts; and writing explanations, not just answers, for math questions." " ' What we have to change is how all mathematics are taught, and you don't do that quickly,' agreed Charlotte Hartman, a Vancouver School District administrator who helped create the math exam. 'We have to help kids understand when they are adding, what does it mean to add.' " "SHE SAID QUESTIONS WERE INCLUDED THAT WOULD BE TOO HARD FOR AVERAGE FOURTH-GRADERS OR STUDENTS WHO COULD MEET THE STATE STANDARD. THESE QUESTIONS MEASURE THE ABILITY OF STUDENTS WHO CAN EXCEED BOTH BENCHMARKS, SHE SAID." [Upper case added by Orlich for emphasis.] OK, fair-practice in tests fellows, kindly read Hartman's comment again, but slowly. My original anlaysis of the fourth grade WASL and alsoArthur Hu's caught that glaring point. This is a confession (albeit without a Miranda) that the WASL IS UNRELIABLE AND INVLAID. Kindly refer to Orlich's February 2000, Phi Delta Kappan paper, "Education Reform and Limits to Student Achievement" for three tables that can help anyone in the world interpret test questions. Any comments out there? DCO Donald C. Orlich Pullman, WA 99164-4237 Professor (509) 335-4844 Sci. Math. Eng. Ed. Cntr. FAX (509) 335-7389 PO Box 644237 Washington State University Email dorlich@wsu.edu