1975-11-24-SC-min - Laserfiche WebLink

Browse Search

LEXINGTON SCHOOL COMMITTEE MINUTES November 24, 1975 Page 223 Dr. Schulhoff then addressed the Lexington program of IQ testing specifi- cally. She explained the reasons for the use of the Wechsler Intelligence Goals for Children (WISC) and the Wide Range Achievement Test (WRAT). Dr. Schulhoff then noted that Lexington school psychologists have, for the past several years, recommended that the program of individual IQ testing for every child be reassesed. She noted several reasons for concern: 1. possible distortion of test results 2. reduced demand for testing for the AP program 3. availability of more effective criterion referenced tests 4. possible parental misinterpretation of test score 5. provision for such testing where necessary under Chapter 766 6. expense involved Mike Andolina, a reading specialist at the junior high school level, dis- cussed the pros and cons of criterion-referenced and norm-referenced testing. He concurred with the weaknesses previously mentioned in norm-referenced testing. He then cited some of the advantages of criterion referenced test- ing; they are not comparative, they measure the student's conformity to spe- cific measurable, predetermined objectives, they can be administered under natural condition, and most involve student products. Mr. Richard Denechaud, a representative of McGraw-Hill Company, defended the Comprehensive Test of Basic Skills (CTBS), the test of basic skills used in Lexington's schools grades 2 through 8. He described the norming and screen- ing procedures by which his company endeavors to insure that a test is unbiased and reliable. Mrs. Swanson then introduced the three guest speakers. Dr. Bernard Harleston, who spoke first, addressed the country-wide concern about testing. He noted three philosophical concerns: 1. In the United States, people tend to equate score with worth, giving tests an inappropriate value-judgment dimension 2. Too much emphasis is placed on a single score, which cannot possibly convey the breadth of development of a specific youngster 3. Testing in this country is a big business, and companies may seek salability above all else in designing a test. Dr. Harleston then focused on the Lexington testing program specifically the use of the WISC at grade two. He found it, he said utterly inappropriate for several reasons. Among them: 1. the youngster atthe age of seven is generally immature and unstable 2. the score derived in these circumstances follows the youngster all through school 3. the WISC examiners have no special relationship with the school. Data exists which shows that the relationship between tester and subject can affect the test outcome. 4. WISC can be found unreliable due to bias in questions and norming group