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  • 1. Ten Arguments for Testing from NCLB Supporters: What are your thoughts on these arguments presented by Nichols and Berliner (2007, pages 9-16)? Nichols, Sharon L. & Berliner, David C. (2007). Collateral Damage: How High-Stakes Testing Corrupts America’s Schools. Cambridge, MA: Harvard Education Press.
  • 2.
    • Students work harder and learn more when they have to take high stakes tests.
    • Students will be motivated to do their best and score well on high stakes tests.
    • Scoring well on high-stakes tests leads to feelings of success by students, while doing poorly on such tests leads to increased effort to learn.
    • Students and teachers need high-stakes tests to know what is important to teach and learn.
    • Teachers need to be held accountable through high-stakes tests to motivate them to teach better and to push the lazy ones to work harder.
  • 3.
    • The high-stakes tests associated with NCLB are good measures of the curricula taught in school.
    • The high-stakes tests associated with NCLB are good measures of the curricula taught in school.
    • Teachers use the results of high-stakes tests to help provide better instruction to students.
    • Administrators use the results of tests to improve student learning and to design professional development.
    • Parents understand high-stakes test scores and can use them to interpret how well their child is doing in school.

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