Includes bibliographical references (p. 209-215) and index.

The politics of mandatory assessment -- The study of state writing assessments -- Foundations of testing -- A test is not a test -- High stakes and mediocrity in Texas -- Teachers and administrators under pressure: the case of Texas -- Locking-in formulaic writing: the case of Illinois -- Schools, teachers, and the Illinois assessment -- Writing about texts: the case of New York -- Portfolio assessment in Kentucky and Oregon -- Response to portfolio assessments: Oregon and Kentucky -- Testing, thinking, and needed change.

Through interviews with over 300 teachers and administrators, Hillocks examines whether state writing tests in Illinois, Kentucky, Oregon, New York, and Texas actually improve students' ability to express their thinking in writing. Ultimately, Hillocks argues that the majority of existing tests actually have a harmful effect on the way students are taught to write. Hillocks demonstrates how the structure of assessment is actually responsible for the low level of thinking encouraged and reinforced in American classrooms. It is his contention that although politicians call for excellence, the tests that they create, and the formulaic writing they accept as passing, actually point to mediocrity as their true aim. In this way, political objectives are easily achieved but our children suffer the consequences. In addition to providing analyses of assessments that do not encourage good writing, The testing trap contrasts them to those that do. Concluding with practical procedures for examining and evaluating writing assessments, this book is a provocative and essential read for administrators, teachers, policymakers, parents, and all who care about the education of our children.