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.
<ul><li>Students work harder and learn more when they have to take high stakes tests. </li></ul><ul><li>Students will be motivated to do their best and score well on high stakes tests. </li></ul><ul><li>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. </li></ul><ul><li>Students and teachers need high-stakes tests to know what is important to teach and learn. </li></ul><ul><li>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. </li></ul>
<ul><li>The high-stakes tests associated with NCLB are good measures of the curricula taught in school. </li></ul><ul><li>The high-stakes tests provide a kind of level playing field, an equal opportunity for all students to demonstrate their knowledge and skill. </li></ul><ul><li>Teachers use the results of high-stakes tests to help provide better instruction to students. </li></ul><ul><li>Administrators use the results of tests to improve student learning and to design professional development. </li></ul><ul><li>Parents understand high-stakes test scores and can use them to interpret how well their child is doing in school. </li></ul>
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