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.
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.
The high-stakes tests associated with NCLB are good measures of the curricula taught in school.
The high-stakes tests provide a kind of level playing field, an equal opportunity for all students to demonstrate their knowledge and skill.
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.