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
Many researchers analyze pros and cons of high stakes testing. The majority of these studies focus on the effects the tests have on graduation rates across The United States. These tests results are also used in many other different ways such as; educational purposes such as, parents using them to see whether their children are making educational progress, and also policymakers use them for different sources. These sources may include people giving test to see progress in jobs. The majority of the research focuses on the educational approach of high stakes tests.
Will the limitations of such tests be neutralized by incorporating classroom-based assessments into the test-based accountability systems? Airasian (1988) Why did the public support state-mandated, high-stakes tests in 1980s, when little empirical evidence of their effectiveness was provided? What types of socially desired symbols did these tests possess? Identify 1-2 cultural symbols of one particular high-stakes test perceived by people in your country, and explain how the symbol(s) contribute to “the confusion between what the high-stakes tests are actually measuring and what they are assumed to be measuring” (p. 308).
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
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.
I believe this article in asking the question; Are High-Stakes Tests punishing some students is a valid issue. A high percentage of students who are failing these standardized tests are from poor, low-income, ethnic, racial minority and special education students. Here are some specific tests and results. The ACLU of Massachusetts states the testing gap punishes the poor, and ethnic minority the most. There is a testing gap between rich and poor communities.
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,
Also, standardized tests are so emphasized because they judge the performance of the teachers as well as the success of schools and programs (p. 39). Teachers are often punished or rewarded for their students’ scores, but they do not really work (p. 77). Many lawmakers believe that high stakes testing is the solution to better scores, but that often results in corruption (p. 90). Under pressure, many teachers and administrators will cheat (p. 90). Also, high stakes testing cause much of the curriculum to be left out, and they only thing that is taught is the stuff that will be on the test (p. 95).
Holding School districts, teachers, and students accountable through the process of standardized testing has not improved the nation’s educational status, but worsened it. Students are now being “taught to the test” , and instead of acquiring knowledge they are acquiring the
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
Participants communicated that they felt it will take more than holding schools accountable for test results and rejected the “one-size-fits-all” approach (Lefkowits & Miller, 2006). In addition, there was a general sense that school communities must share responsibility and more resources must be provided for success (Lefkowits & Miller, 2006). Lefkowits and Miller (2006) say concerning assessment and accountability specifically, policy makers and the general public understand these concepts very differently. Standardized testing does not provide the full view of student achievement and does not really answer what parents want to know about student performance (Lefkowits and Miller, 2006). Funding, disciplinary issues, student-teacher ratios, and narrowing of the curriculum where also hot topics with participants, none of which are address by the current standards
These assessments carry important consequences for students, teachers and schools. Low-test scores can prevent a student from progressing to the next grade level or lead to teacher firing and school closures. High-stake tests are unreliable measure of student’s performance; they are discriminatory against non-English speakers and students with intellectual disabilities, and cause severe stress in younger students. High-stake tests should not be used in the United States to measure student’s performance; instead performance-based assessments are more effective and have positive outcomes.
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.
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High Expectations and Pressure in Standardized Testing From the first time a student steps foot into a school the pressure is on, even in kindergarten. In elementary school the pressure is very subtle but it never goes away. As a child you don’t know that there’s pressure you're just focused on having fun. But from a young age schools implement in you that they expect greatness, in all aspects of school from sports, activities, and especially academics.
