Public reporting of test results must include information that prevents misinterpretation of the results. An explanation of the purposes of the test, limitations of the test and guidelines for interpreting the results must accompany the release of standardized test results to the public.
School rankings say little about school quality
School ranking publications are often crude and oversimplified compilations of data that already lacks meaning. Standardized test results are assigned arbitrary points based on one school's comparison with the provincial average, ignoring any extenuating factors. The ranking of the school is most often dependent upon the socioeconomic status of the neighbourhood in which it is located as opposed to the actual quality of the school or its ability to provide meaningful learning opportunities to its students.
Publication of rankings distracts from learning
Furthermore, publishing school results can place unneeded pressure on students, teachers and administrators to increase test scores at the expense of more important school activities. Similarly, schools have little or no control over most of the factors contributing to their ranking, and placing blame on the schools is misguided and inappropriate.
Teachers believe that Alberta Education and school jurisdiction officials have a responsibility to ensure that test results are not misused and that they should condemn the practice of publicly ranking schools.
