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High Stakes Testing Pros And Cons

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High-stakes testing has been a popular topic among the education world. It has sparked numerous debates, prompted state-wide changes, and revitalized school districts. This concept has created controversy, but the definition and goal has remained the same. High-stakes testing is a test designed to measure student achievement after a period of instruction has been completed (Kubiszyn and Borich, 2013, p.22). Critics of high states testing believe it results to the teaching of the test rather than learning improvements. Teachers are given the difficult task of educating students who are currently functioning below grade level and are expected to produce passing scores on high-stakes testing that affects their livelihood. One logical reason that supports this claim is high stakes test results can determine whether educators’ receive salary increases or …show more content…

High stakes testing can be a reflection of the quality of instruction delivery. By assessing student scores, stakeholders can get a glimpse of how well the teacher is performing within the classroom. The data can motivate struggling teachers to improve teaching procedures and recognize teachers who are achieving the goals set forward by the federal and state government. . Another point supporters might believe to be true about high stakes testing is that administrators use the test results to improve student learning and design better professional development for teachers (Amrein & Berliner, 2002) . Again, this strategy intention is to prepare teachers to be better educators in the classroom, so student achievement can rise. Finally a supporter of high stakes testing is students work harder and learn more when they have to take high-stakes tests (Amrein & Berliner, 2002). Supporters believe that placing a significant value on high

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I applaud the American Evaluation Association (AEA) in taking a strong stance on the deleterious effects of high stakes testing, especially going so far as to promulgate their reasons and concerns. It is obvious from the statement that the AEA supports the importance of testing and accountability in improving education, but finds the current testing manipulation environment to be harmful for any positive improvements in education. Specifically, how the monolithic testing focus has increased dropout rates, created cultural insensitivity, turned the community against teachers and administrators, and driven curriculum writing with a myopic focus, of teaching to the test. In addition, the AEA highlights other adverse effects of narrowing the focus

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In Kathy William’s “Failing Our Kids” she states, “Students often initialize the judgements of the tests, as if test scores were the final word on one’s knowledge or potential”(9). This is one issue that has been around for a long time, it goes beyond the actual test scores. Standardized tests, commonly referred to as high stakes tests are very common throughout the United States. These tests such as, SATs, ACTs, GREs and etc., come with many different names but they all serve the same purpose. What makes a test high stakes is the way the testing scores are being used; for example, if the tests are used to make important decisions then they will be considered high stakes .These tests are used to measure the performance of students, determine

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Part I: High-stakes student testing has challenged many states, districts, and schools across the nation. In some states, students do not advance to the next grade level or receive diplomas without passing standardized tests. What are the validity and reliability issues? What are the consequences of using the scores for making such decisions?

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As a result, some schools are finding it tough to score above average on these test giving teachers no option, but to focus solely on learning outcomes that meet high stake test requirements. Additionally, students with low test score were always pressured by their teacher to achieve high test, scores and when they did not produce higher results, some educator, believed, if they punished the student they would become more serious with schooling and work hard to avoid the pressure or humiliating punishments (Hurley, 2007). I used to be an advocate of high stakes testing, but now I oppose high stakes testing sine I have seen first hand myself the damage it does to a student. Also, I several educators and professional use high stakes test results as a single indicator for measuring a person's competence or determining their future outcome, even though research has proven these tests is highly

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Hi, Nicole I was enjoying reading your post for this week. High-stakes testing is one of the biggest stressors in the education field. It’s a huge weight we bear every day. Although I am not full time in a single classroom, high-stakes testing worries me greatly.

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In “High-stakes Testing and Student Achievement,” by Sharon L. Nichols, Gene V Glass, and David C. Berliner the three give their point of views on how the policy seekers use this method to visual teacher’s and their progress with the students. Yet there is still yet any sort of evidence that shows the students process in their education learning with these sort of high stake testing. It more so shows the statistics of students dropping out of school or not completing the school year on a positive note, but this was not their intention. Julian Heilig, who wrote “As good As Advertised?...” discuss about how the accountability policies being given off with the urban education system properly. Apparently Heilig tells us that the account policies have impacted on students helping and encouraging them to stay in school creating a change on the student’s propaganda.

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Discussion Post- Chapter 7- High stakes testing Claim: High stakes testing is an extremely problematic political issue within the education system because it holds all students to the same standards regardless of disabilities or disadvantages , it encourages educators to teach strictly on information that relates to the tests, and it can have major consequences for schools across the country that are unable to make Adequete Yearly Progress (AYP). Evidence: The Learning to Teach Edition Nine textbook outlines key disadvantages to high stakes testing. Although the textbook does consider some of the advantages, which include a focus of attention on the achievement of students and providing information on areas where students may need to improve,

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Kane, director of the Center for Education Policy Research at Harvard University, compares this occurrence to be equivalent to saying, ”because there are some players that cheated in Major League Baseball, we should stop keeping score, because that only encourages people to take steroids”. As the third argument, people against these test say that, high stakes testing places too much pressure on students. Norman says he that these test can sometimes constitute cruel and unusual punishment, but surely there is a middle ground between the practices and full-scale abandonment of standardized testing can be found. “Those who argue against standardized testing are not only misguided, but are also leading U.S school and students in the wrong direction” (Augustine). Jessie B. Ramey disagrees.

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In addition, Testing puts teaching to the test. When standardized exams become all important in a school or district, it has a massive impact on teaching and learning. Educators frequently start “teaching to the test” if they feel that their jobs only depend on how well students perform. Educators may also stop trying new techniques and teaching methods in the classroom. With every minute counting on the way to their students’ next exam, teachers will worry that a method that is not tested will backfire and their students will score worse than before.

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Their argument consists of three main points: objectivity, comparability, and accountability. Objectivity seems useful because it provides an “accurate unfiltered measure of what the student knows” (Churchill). Comparability is useful in seeing how one’s pupil compares to others of their age group and helps parents decide which school to choose for their child to attend (Churchill). Test results are used to decide which schools deserve federal funding and which require disciplinary action. High stakes testing affects entire communities with the

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test makers are for-profit organizations. It’s an easier way to evaluate a student or a teacher. Educational success should be measured by a student’s talent, effort and their performance. Every classroom should have a well-educated, professional teacher, and school systems should recruit, prepare, and retain teachers who are qualified to do the job. Yet in practice, American public schools generally do a poor job of systematically developing and evaluating teachers.

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The test is used to determine graduation, promotion to the next grade, entrance to gifted programs, and many other things. The high stakes of the test are horrible in their ability to finalize such decisions, even with their lack of measuring academic abilities, and creation of an unhealthy stressful environment. " Currently, 17 states require students to pass a test to graduate, and 7 more are planning such test" The National Center for Fair and Open Testing pointed out in one of their online articles about high-stake testing. Research has shown that high-stake testing causes damage to education and students. Standardize test practically punishes low-income families and families with children in school who learn English as a second language.

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They are used for accountability and can decide which schools and teachers are effectively doing their job. Alternatively, low-stakes tests are used to measure academic achievement and adjust teaching/learning practices. The difference between high and low stakes testing is not the type of test itself, rather the impact of the results. For students, high-stakes testing can be used to determine whether they can move on to the next grade level. For schools, high-stakes tests can have an impact on decisions for penalties, like negative ratings, staff replacement, or even the closing of the school.

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High stakes testing is an example of how schools, administrators, teachers, and students are held accountable in meeting standards-based goals. High stakes tests are also known as accountability tests for being held responsible for their performance. Schools that achieve good results can possibly earn rewards such as a budget increase of excellence awards. Schools that receive poor results may be affected by budget reductions, criticism, and an unfavorable public image (Johnson & Johnson, 2009). Research indicates that high-stakes testing can and does motivate modification with instructional procedure.

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THEORIES ABOUT RIGHT ACTION There are various theories in ethics, which are helpful to build the appropriate fundamental principles and applicable to professional and personal demeanor of a person in his life on a daily basis. There are mainly four theories which are crucial for right action and ethical behavior. These are: 1. “Golden means” ethics (Aristotle, 384 – 322 B.C.).

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