Benefits And Backlashes Of High Stakes Testing

Benefits And Backlashes Of High Stakes Testing
The Benefits and Backlashes of High–Stakes Testing
What if the determining factor of whether or not you would be successful or a failure in life was solely based on the results of one test. Regardless of
all the progress you have accomplished over your life, it all comes down to this big moment, the big test! That is the reality many students face annually
due to high–stakes testing. High–stakes testing is the use of a summative test or an assessment to make decisions that are of prominent educational,
financial, or social impact (Kubiszyn & Borich, 2013). Decisions such as graduation/grade promotion, school/state funding, or even job placement or
termination.
Many critics of high–stakes testing believe that these test cause teachers to teach to the test. Pedulla, Abrams, Madaus, Russell, Ramos, and Miao (as
cited in Madaus & Russell, 2010) found in a national survey that 80 percent of teachers admitted to increasing time spent on subjects that are tested on.
These critics also believe that test scores increase as a result of placing sole focus on the test and revolving curriculum and instruction around the
specific high–stakes test of that school. I do not agree completely agree with the statement that test scores increase as a result of teachers teaching to
the test. It is unfair to say that since the vast majority of teachers are teaching to the test, that all other teachers are also doing the same. Sometimes
increased test scores are a direct result of the hard work of
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Essay about High Stakes Testing
High Stakes Testing
In 1997, President Bill Clinton stated that the United States needed, " a national crusade for education standards – not federal government standards,
but national standards, representing what all our students must know to succeed in the knowledge economy of the twenty–first century"(http:/
/books.nap.edu/books/0309062802/html/13.html). The way to succeed in this journey is through standardized testing that results in consequences for
teachers and students.
Throughout this paper, I will be discussing how important high stakes testing is to our country. First, I will show how these tests prevent students from
moving on to the next grade level or graduate without the skills necessary. Secondly, I will discuss... Show more content on Helpwriting.net ...
Out of 91,000 students tested overall, almost 26,000 failed. After summer school, 15 percent, 13 percent, and 8 percent of students were retained at the
three grade levels (Chicago Public Schools, 1998a)(http://books.nap.edu/books/0309062802/html/116.html).
High stakes testing also improves students' achievement. Eugene Watts, Ohio's State Senator, discusses a new exam that will be required for high
school graduation starting in September of 2004. "It is a tribute to the process we have established that Ohio was one of only three states to receive a
grade of A by the Fordman Foundation in its appraisal of math standards in 1998. Ohio's model math standards also have the highest rating by the
American Federation of Teachers and a grade of B+ for the level of rigor in a review of state standards in 1998 by the Council of Basic Education.
Before proficiency testing, Ohio schools were graduating students with second grade math skills and fourth grade reading levels" (http://www.enc.org
/topics/ assessment/testing/document.shtm?input=FOC–001574–index). The students of Ohio were given a challenge, and they not only lived up to
the standards, they surpassed them! This is the kind of attitude all students need to have towards school, and high stakes testing is just the incentive
they need. The AIMS test in Arizona will be required to graduate in the year 2008, and the Arizona Department of Education feels that

High Stakes Testing
"A student body must be composed of more than students who do well on a test. A standardized achievement test cannot measure intangibles such as a
candidate's drive and individual determination" (Spiegler, 2013). Since the mid–1800s, high stakes testing has been an enormous part of American
education. In the American education system, the lack of success have been held accountable on the increasing levels in poverty, universal use of high
stakes testing, and quality of teachers. High stakes testing demonstrates bias against women and categories of socioeconomic variety. The SAT and
ACT are unfair because wealthier citizens can afford tutors to assist students with test tips and higher scores on the exams. While in the process of
applying for ... Show more content on Helpwriting.net ...
Numerous institutions across the United States put an abundance amount of stress on standardized test scores when admitting undergraduates (Toppo,
2014). With all the statistics presenting that minorities and low income citizens are at detriment in advance to them sending an application to a
university admission board due to their SAT scores, would it not be logical to simply look at what a student has accomplished in 12 years of grade
school and not what score they acquire on an assessment in 3 hours of their lives (Sternburg, 2012)? Unfortunately, students stress over what they
achieve on a three–hour assessment which causes extreme test anxiety. As a society we need extensive assessments because they will help benefit us
in achieving the type of civilization in which is vital and we all desire to

High Stakes Testing And The Education System
High Stakes Testing has been overly integrated in the education systems. High–stakes testing are used to determine grade retention, school curriculum,
and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing
has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is
to ensure the student's accommodations are being followed. Accommodations help increase students' academic performance. "Both the Individuals with
Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the
general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010)." Throughout the
years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with
specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a
remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA. With high stakes testing, it
requires, states to use accommodation and alternative testing in order to allow states not to exclude students with special needs from taking any of the
state's test. Before

High Stakes Testing Case Study
Despite of the policymakers' efforts to implement strategies in order to evaluate and enhance special education effectiveness, the high stakes testing
system has several negative consequences to students, as shown at Pazey et. al. study "The More Things Change, the More They Stay the Same:
Comparing Special Education Students' Experiences of Accountability Reform Across Two Decades". This qualitative case study interviewed 12
especial education students, half in 1995 and the other half 2012, after the introduction of the testing system and, later on, following two decades of
implementation. According to this research, exceptional students felt marginalized when assigned to separated test preparation classes, when they failed
the exams. In addition,

High Stakes Testing Research Paper
Clack! Clack! Clack! Is the echo of two nerve–wracking phalanges popping as if these two divisions of the human body were strangers within their
own anatomy. This frantic emotion occurs frankly, when the top figures in education, such as principals and teachers compared with students carry this
heavy emotion on these standardized tests known as "high stakes testing". However, this standardized test creates a standard to hold schools
accountable for improving the student's success, parity of curriculum, and prepares students to be prominent in their subsequent level of education. To
conduct a better understanding of high stakes testing, put aside the nerve wracking emotions and think about all the moving pieces that create an
achievable form... Show more content on Helpwriting.net ...
The component that shines equality of the two is meeting the needs for all students. Despite arguments of organizations such as American Evaluation
Association, AEA, who's stipulation is, "assume that all children, including English language learners and special education students, learn in the same
ways at the same rate and that they can all demonstrate their achievements on standardized test." The design for standardized testing is to demonstrate a
student's academic allotment of performance and skills. The Consortium for Research on Educational Accountability and Teacher Evaluation,
CREATE, supports the ethical uses principles to protect the fairness of high stakes testing by demonstrating an assessment taking by a student who is
an English language learner may be limited to their achievement, but reflect by stating, "the test could become a measure of their ability to
communicate in English rather than a measure of other skills." Therefore, it is not the intentions of standardized tests is not to disintegrate the fairness
of the assessment, but be parallel with the

High Stakes Testing Pressure Summary
Have you ever felt the pressure of high–stakes testing as a student, a teacher, an administrator or even as a parent? The goals of federal and state
governments of high stakes testing are to improve schools. The government believes if there are negative consequences tied to standardized test
performance then teachers and students will work harder which will increase test scores. The use of standardized testing dates back several decades but
with the passing of No Child Left Behind (NCLB) in 2002, high stakes testing is mandated nationwide. The article, High Stakes Testing and Student
Achievement: Updated Analyses with NAEP Data, is a follow–up study about the relationship of high–stakes testing accountability and student
achievement. Nichols, Glass, and Berliner (2012) states that "high stakes testing is the process of attaching significant consequences to standardized test
performance with the goal of incentivizing ... Show more content on Helpwriting.net ...
As we continue now well beyond the passing of NCLB and the increasing pressure of high–stakes testing, Nichols, Glass & Berliner, (2012) feel that
the relationship of high–stakes testing with student achievement needs to be reconsidered. Using the authors APR measure, the study in this article has
one goal and that is to re–examine the relationship between high–stakes testing pressure and its relationship to NAEP data. Nichols, Glass, and Berliner
state (2012):
The primary research question guiding this study is: What is the relationship between state– level high–stakes testing pressure and student
achievement? More specifically, we want to know: What is the pattern of correlations between APR and fourth and eighth grade NAEP scores in
reading and math over time, when disaggregated by student ethnicity, and when disaggregated by student socioeconomic status. (p.

High Stakes Testing And The Turn Is Not Well Received
The educational forum has had many trend changes over years. The current trend in education is mainly focused on accountability through assessment,
such as standardized tests.
There are many defining factors and elements that are articulated in the realm of standardized testing. Some of these factors are academic shift from
learning to accountability in learning, test data, the problems that plague education and schools related to standardized tests, and the possible solutions
for them. Education has gone from standardized testing to high stakes testing and the turn is not well received. Astandardized test is defined by, "The
Glossary of Education Reform", as any form of test that (1) requires all test takers to answer the same ... Show more content on Helpwriting.net ...
This literature will focus on focusing on large scale, high stakes testing. They can include multiple–choice questions, true–false questions, short–answer
questions, essay questions, or a mix of question types. The article titled, Standardized Tests states, "that the most common forms of standardized tests
are: achievement tests, aptitude tests, college admission tests, international comparison tests, and psychological tests." Standardized tests have been
around for hundreds of years. The test originated in the 1800's. The test was created by Horace Mann. The test was to decide how students were
mastering their current level of work and whether they should proceed to the next level. There were no negative consequences associated with the tests
or scores. After the publication of the Coleman Report (Coleman et al., 1966), which took an in depth look into the education system and analyzed how
the education system affected student achievement, the use of standardized achievement tests for accountability became the trend. It was all about
everyone involved in the education of a body of students should be held accountable for the learning and teaching of those students. The teachers and
others involved had to answer to the political bodies that were providing funding for the education system. In 2001 the No Child Left Behind Act was
passed under the administration of President Bush. The act is based on improving instructional outcomes for students with disabilities. The

High-Stakes Testing In Schools
In Chapter 4, Assessing Students and Texts, the topics associated with assessments were covered. The text discussed two major assessment approaches:
formal and informal. The chapter also focused on policy influence, implementation strategies, and the history of assessment. Other areas in the reading
mentioned the process of how to determine readability of texts and how complexity is influenced.
Before even starting the chapter, the title lead me to recall assessments and how they have impacted my life. Tests have been a part of myeducation
since I can remember, but to be more specific on the assessment type, I know high–stakes testing a little too well. When I started school, the No Child
Left Behind Act of 2002 was new and at the center ... Show more content on Helpwriting.net ...
I really had no prior experience for what to expect, but my sister would make sure to fill me in with all the details she could about hers. Aside from
what my sister told me and what my teacher would constantly strain of its importance, I only knew that the one test I was taking held the key to
determining if I would be able to call myself a fourth grader next year. The pressure of having to pass the test took a toll on me every following
school year. I ended up developing the mentality that I was not able to enjoy school or derail off my education for a single moment, until the TAKS
tests were over with. Once testing season was done, the feeling of suffocation would dissipate from my system. The severity of the matter was most
evident when I entered my junior year of high school. Since sixth grade, I had been taking advance courses and was doing exceptionally well. But for
my junior year, when the TAKS test determined if I would graduate from high school, I took a major step back and enrolled in courses below my
level. I felt it was the adequate thing to do since those classes would cover what was on the test. I believed I was not capable of succeeding without
that rote memorization practice every day. I cheated myself from enlightening my evolving knowledge. Honestly looking back, it is calamitous that I
doubted my abilities for so long due to a mandated test with no merit to my authentic academic

High Stakes Testing In Schools Essay
Should our public schools continue to allow high stakes assessments, for example the FCAT, to play a large factor in determining if a student has met
mastery of grade level standards? Numerous students do not test well due to nerves or other disabilities; some students even become ill which equates
to inaccurate test results. Additionally, testing is such an enormous process that students are losing out on valuable classroom instruction. Finally, with
students pending graduation or promotion to the next grade these high stakes tests are forcing teachers to teach to the test to ensure greater success.
High–stakes testing is a high–pressure situation for any student at all grade levels. There are many seniors ready to graduate but have not passed their
final state assessment to meet that requirement or a younger elementary student pending promotion to the next grade based on the results of the state
assessment. No wonder kids are literally a bundle of nerves, making themselves sick over these tests. As stated by Melissa Nott, a seasoned public
school teacher, "Children in high–stakes testing situations are more likely to throw up, lose control of their bowels, and experience ... Show more
content on Helpwriting.net ...
Ben Johnson is an educator, author, and administrator and basically feels if a teacher does not teach to the test then the student will not be prepared.
Johnson compares it to preparing a kids sports team for a soccer game. If you just drill them and they go to the game but have no idea which goal to
shoot the ball or the importance to defend your goal it would be a losing game. In order to be successful in the assessments the teachers and students
must equally understand and know what the expectations of the assessment are and how they can work together to meet these expectations (Johnson).
When it comes to high states testing failure is not an option for the student or

High Stakes Testing In Schools Summary
Summary This article discusses the various effects that high–stakes testing has on different schools throughout the country. This article focuses mainly
on the negative aspects regarding high–stakes testing; however, the article also has a few positive aspects regarding high–stakes testing as well. A few
examples of effects that occurs with high–stakes testing are things such as the following: cheating (in many different forms), misinterpretation and
misrepresentation, pressure amongst students and faculty, as well as many other examples. This article discusses how not only the students were being
caught cheating, but the teachers and even the administration in the school. Most of the staff would just turn their head and overlook the... Show more
content on Helpwriting.net ...
There were some interesting points that were made throughout the article, some that I totally agree with and some that were very surprising to me.
One of the main points discussed is how the pressure is steadily rising among students to have the best scores as they possibly can on the tests. With
an incline in technological advances, students have more accessibility to sources that can be very beneficial to them at the time. However, it can also
lead to be very dangerous and consequential to them. I am sort of indecisive about high–stakes testing. I agree with high–stakes testing in the sense that
it prepares students for college, enhances their test taking skills, and assesses their learning. On the other hand, is it really worth stressing students and
teachers out to the max when it is just a test? Is this perfection that students strive so hard for leading to cheating so that they can have the better score
than the others? I believe that schools in general should focus on the achievement of students instead of the number that they scored on a test that they
took. Some schools even go as far as cutting subjects such as history, art, music, and geography out of the curriculum because they are not important.
Another main topic in this article was teaching to the test. We discussed in lecture, "Is it really teaching to the test if you are teaching the material, and
it just happens to be covered on the test?" The answer was no. I don't agree with teaching to the test. I think students should know more information
than what is just going to be on the test. There is a fine line between teaching to the test and actually teaching the test itself. The most surprising
information in this article to me was that approximately forty percent of teachers either gave students hints, encouraged them to change their answers
on the test, allocated the students more time for the tests or simply taught

High Stakes Testing Is An Educational Strategy
High–stakes testing is an educational strategy that affects students, teachers, and society as a whole. The topic of high–stakes testing has been
supported and discredited by many educators, politicians, and citizens. Nationally, schools are using high–stakes testing for a variety of reasons. The
American Educational Research Association discussed high–stakes testing and issued a statement that read:
Many states and school districts mandate testing programs to gather data about student achievement over time and to hold schools and students
accountable. Certain uses of achievement test results are termed "high–stakes" if they carry serious consequences for students or educators. Schools
may be judged according to the school–wide average scores for their students. High school–wide scores may bring public praise or financial rewards;
low scores may bring public embarrassment or heavy sanctions. For individual students, high scores may bring a special diploma attesting to
exceptional academic accomplishment; low scores may result in students being held back in grade or denied a high school diploma. (Marchant, 2004,
p. 2)
The mere definition of high–stakes testing carries a combination of both negative and positive implications. The intentions set out by policy makers can
be seen as positive but the apparent negative effects are also visible. The concern with high–stakes testing does not lie solely in the fact that there are
negative implications but rather that the negatives

High Stakes Testing Argument
Education keeps evolving through time. However, it has been stagnant lately. We are in the period where high
–stakes tests are one of the largest aspects
in education. It has been like that for a few decades now. A large group of people seem to think that this is the perfect time for change. There are a lot
of arguments going around opposing the implementation of high–stakes testing and vice versa. While doing the synthesis paper and proposal, I have
noticed that most sources tend to talk about the collateral damage of high–stakes testing instead of its perks. As a result, I decided to interview an
admissions officer, because I needed to hear from someone that should support the use of high–stakes testing. I needed to be able to understand both...
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I was curious if she has heard about all the arguments opposing the implementation of high–stakes testing and what she thinks about it. Hence, I told
her about all the negative arguments surrounding high–stakes testing that I have read or heard before. Mostly regarding its unfair nature to a particular
group of people. Some of the arguments include how standardized tests are unfair because some students may experience test anxiety and how
students attending poorly funded schools may not get the exact same materials for the standardized tests as the other students attending relatively
better funded schools. Then, I asked Barbara for her opinions on these arguments. In my opinion, her response was really detailed and very
convincing. She told me that this is the reason admissions offices apply an individual holistic review process. Standardized tests are important, but
they are not everything. Her advice for students that experience test anxiety is, "don't stress over it too much, you should just try your best". Barbara
also mentioned that college admissions offices still require standardized test scores for their application, because they believe that these tests are a
very good indicator of if a student is academically prepared for a college's curriculum. She also pointed out that standardized tests, such as SATs and
ACTs, do a really good job of interweaving all the important

High Stakes Testing Essay
Testing accommodations for high–stakes tests have recently become a topic of conversation among state and federal legislators. In addition to those
higher up, classroom teachers of exceptional students (special needs) have begun to question the validity of tests for their students. Due to the rising
number of high–stakes tests that are administered, there have been a number of research studies completed in order to help prove whether or not
accommodations are even worth the time. Accommodations can include extended time, read–aloud sessions, test response style, etcetera. In the studies
that are mentioned, different types of accommodations were provided, different age groups in different areas of our country. These studies, while
having a wide range of age in their participants, all agree on the fact that accommodations should be provided for tests. These studies provide important
data... Show more content on Helpwriting.net ...
high–stakes assessments and higher test scores in elementary and middle school students?
5.Bolt, D., Elliot, S., Kratochwill, T., Lang, S. The effects of testing accommodations on students' performances and reactions to testing. School
Psychology Quarterly, 23 (1), 107–124.
Fletcher, Jack M.; Francis, David J.; Boudosquie, Amy; Copeland, Kim; Young, Victoria; Kalinowski, Sharon; Vaughn, Sharon (2006). Effects of
accommodations on high–stakes testing for students with reading disabilities. Exceptional Children, 72 (2), 136–151.
Fletcher, J. M., Francis, D. J., O'Malley, K., Copeland, K., Mehta, P., Caldwell, C. J., . . . Vaughn, S. (2009). Effects of a bundled accommodations
package on high–stakes testing for middle school students with reading disabilities. Exceptional Children,75(4), 447–463.
Meloy, L., Deville, C., & Frisbie, D. (2002). The effect of a read aloud accommodation on test scores of students with and without a learning disability
in reading. Remedial and Special Education, 23(4),

Persuasive Essay On High Stakes Testing
High–stakes testing has been so controversial that students, parents, and even teachers have protested the tests. One such student who boycotted his
school's tests was Andrew King, a 15–year–old student from Cambridge, Massachusetts, who says, "I don't think kids should have their whole future
based on the results of one test." (Nagourney, 2) This request seems reasonable, considering the consequences of scoring poorly in today's system.
Although with exams now being a graduation requirement, very few kids can afford to continue to boycott the tests. Jackie Dee King who works for
the Center for Fair and Open Testing, and Andrew's mother, agrees with her son's decision. "Of course, we want theeducation system to have high
standards and to have school systems be held accountable. We believe in that–but we don't believe this is the way to do it." (Nagourney, 2) Many other
parents have supported their children's choice to opt–out of their school's tests. Some are so desperate, they are willing to go as far as citing religious
freedom in the Constitution's 14th Amendment to avoid the tests. Specifically, "What is hateful to you, do not do to your fellow man. This is the law."
Most teachers and parents have opted–out in the more traditional way, by holding rallies and boycotts. Scrap the MAP was a boycott held by both
teachers and parents in Seattle, and they were successful. And "Recent rallies at state capitol and opting–out protests have taken place...Grassroots
parent

High Stakes Testing
Testing the Joy Out of Learning sheds light on the negative effects of excessive test preparations and test taking in the wake of No Child Left Behind
Act (NCLB) of 2001. The Act is a U.S. federal program that seeks to improve student performance at primary and secondary schools. However, under
this program student face an unprecedented number of tests in math and reading. According to this report, "Students also take regular benchmark tests
– supposedly to predict performance on the mandated tests – and district assessments throughout the school year. The time spent talking about,
preparing for, and taking tests has increased exponentially" (Nichols, & Berliner, 2008, p. 14). Although there has been no notable improvement in
student learning... Show more content on Helpwriting.net ...
Instead, the authors merely offer suggestions on ways minimalize the harmful effects. However, the suggestions offered were similar to the effect
achieved when applying a Band–Aid to a deep wound. Although, it conceals the cut the wound remains. One example, the authors suggest, "eliminate
the word "test" from any banner, poster, or encouraging slogan" (Nicholos & Berliner, 2007, p. 18). As an observer, I am hard
–pressed to find a
sustainable student benefit aside from the removal of a negative stimulus. A true and effective conclusion is to fight back against the federal
government and demand an end to high–stake

Essay On High Stakes Testing
The Talk About The Bitter Test Standardized high
–stakes testing is necessary in today's school systems and policies within education. The fate of
annual standardized testing is being considered as Congress debates the reauthorization of the Elementary and Secondary Education Act (ESEA), also
known as the No Child Left Behind Act (Evans, 2015). Testing in its current form may seem detrimental to student learning, but the only thing worse
than standardized testing is not having testing at all (Evans, 2015). Standardized High–stakes Testing is necessary because it serves as a platform for
guiding students and teachers, it's a great measurement tool on an individual's performance, it helps prepare administration and it also provides a "level
playing field."
First, standardized high–stakes testing serves as a platform for guiding students and teachers. Students and teachers needs high–stakes testing because
the test allows them to know what material is important to teach and learn. High–Stakes testing helps inform decisions about the curriculum and
instruction (Nichols and ... Show more content on Helpwriting.net ...
Standardized high stakes testing could be dangerous due to multiple corruptions within the education administrations in the school systems (Nichols
and Berliner, 2007, pg.6). First, standardized high–stakes testing shows a correlation between increased drop–out rates (Amrein and Berliner, 2002,
pg.2). Another warning about the dangerous side effects of standardized high–stakes testing surfaced when a plan a pay teachers on the basis of their
students' scores was offered, making student test scores very high–stakes testing. (Roderick and Bryk, 2007, pg.11). Lastly, standardized high–stakes
testing encourages teachers to watch the examiners foibles and to note his idiosyncrasies to prepare for questions that were more likely to appear on
the testing which can lead to failure within the classroom (Wall, 2000,

Preparing Young Students Without Relying on High
–Stakes Testing The names are familiar to most parents: No Child Left Behind, Common Core
State Standards, Race to the Top. These initiatives and others signify the importance of education in the United States and the many ways in which the
standards have been set throughout the last couple of decades. The early childhood education community has felt the pressure to meet benchmarks set
forth by these initiatives just as much as elementary, middle school, and high school teachers have, often times struggling to maintain a balance
between play based learning and the high–stakes assessments that are now required. So, how do the United States Early Childhood Education programs
begin preparing... Show more content on Helpwriting.net ...
Teachers are under a great amount of pressure to meet mandated academic benchmarks and goals, starting at even the earliest grade levels. They
struggle to provide an environment for learning that is "evidenced based" and "adequately prepares children to succeed" (Burnett 146). Despite this
pressure put on early childhood education teachers and students to keep up, research shows that children flourish in a play–based, discovery centered
environment. In an article for The International Journal of Interdisciplinary Social Sciences, Sarah Burnett states that the constructivist theory, first
proposed by scientist Jean Piaget, is recognized by many early childhood education organizations as the "most appropriate and effective avenue through
which children learn" (147). The National Association for the Education of Young Children (NAEYC) recognizes the importance of play
–based,
constructivist learning in the early childhood education classroom. According to Burnett, the NAEYC believes that These characteristics include the
need for active engagement by the individual child, the importance of a stimulating physical and social environment, ample opportunities to engage in
spontaneous and child driven play, opportunities to practice and build upon newly required skills in a stress free environment, and the possibility to
engage in sensory based activities (147). Although this type of classroom is encouraged by the NAEYC and

Pros And Cons Of High Stake Testing
High Stake Testing– According to our textbook, high stake testing involves all students including those with disabilities participating in a standardized
summative common assessment, which is mandated by the federal government. (Salend, 2016, pg 454) These assessments are used to measure mastery
of benchmarks in the curriculum. (Salend, 2016, pg 454) These assessments are used and analyzed in order to make important decisions. The results of
high stake testing can be used to make decisions about a student's education program and promotion. They often are used to measure teaching
effectiveness. The use of high stake testing is highly controversial. Many argue these tests are not an accurate depiction of a student's abilities. Not
every student is a good test taker, and other means of assessments could be used to measure student's skills and abilities. It may also cause pressure on
students as well as cause testing anxiety and lack of motivation in some students. (Salend, 2016, pg 455) Other consequences of high stake testing is
that is puts too much reliance on a test to measure teacher effectiveness. It also puts a lot of pressure on teachers since they are often evaluated based
on the results of students performance on the test. This may lead to teacher's teaching to the test and may limit their creativity and time spent on other
content outside of the test. There are alternative testing assessments and testing accommodations available for students with disabilities.

High-Stakes Testing
High–Stakes Testing is used to determine whether the students are being taught well by the teacher. This test is important because it will decide if the
students has met all the demands required to graduate school. High–Stakes Testing will make education better because this test will be a good way to
view all the scores from the students and seeing which students are in need to academically improve more and the students that does not need
improvements at all. This test will give them an idea of how many efforts they should put into to help the students obtain their education. According to
Jay P. Greene, Margaret Raymond and Eric Hanushek of Stanford University have demonstrated that states with high–stakes tests made better test
improvements.

Disadvantages Of High-Stakes Testing
In spite of critics, educational reform in Texas continued to rely on testing in an effort to meet accountability required at the state level. Calls for
accountability seem to usually rise from the political community. When the political community demands that tests serve high–stakes accountability
functions, professional testing standards can be easily compromised. "In accountability contexts, test results decide which students are retained in grade,
held back from graduation, and assigned to tracks or special classifications...high–stakes testing produces teaching and testing practices that lead to
inflated test scores and further disadvantage already disadvantaged students," (Smith and Fey, 2000, p. 334). To call for... Show more content on
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Associations to which test specialists belong agree that the validity standard depends on the test's context and it's used. A test may be validated for
some uses and not others (Smith et al., 2000). McDonnell (1997) found that the political community believed the benefits of the assessment policy
would outweigh any harm that might be caused by less than reliable or invalid tests. Some may wonder why teaching to the test is not a good practice
and a healthy basic skills emphasis. They may even suggest that teaching to the test results is basic instruction even in the least advantaged educational
situations. Research indicates that there is little evidence to indicate that high–stakes accountability testing and reform have had much impact on overall
school performance beyond increased scores on the individual test that was the instrument of the state policy (Mehrens, 1998). Theory validity of
TAAS fell short of professional standards in other ways: While Texas scores on the math part of the National Assessment of Educational Progress
(NAEP) have risen dramatically–the results, perhaps, of all that drill and test practice–Texas students made only small gains in the NAEP reading test
between 1992 and 1998, no gain what so ever between 1993 and 1996 on nationally normed achievement tests in reading, and not much gain in other
subjects...They have not made much gain on the SAT, either (Schrag, 2000).Since 1999, Texas has begun to administer the Texas Assessment of
Knowledge and Skills exam and has continued to follow the high stakes consequences for failing the tests at the 3, 6 and 10th grades. This current test
battery has been said to be more difficult than the earlier basic skills exams. One result of the wide use of exams to measure student achievement has
been the growth of alternative education. The website for the Texas

High stakes testing is basically one test that results have proven in the most recent years an enormous impact on education today. The outcome of these
tests can have a major effect on students, teachers and schools. High stakes testing should not determine how smart a student is or how well a teacher
can teach. These tests have been proven to have a negative impact on a student's motivation to learn as well as a teacher's motivation to teach. Not all
students learn the same nor do they test the same. Therefore, a teacher's performance should not be based on the results of these tests alone. High stakes
testing put too much stress on students and teachers, have narrow curriculum and do not show diversity to ELL students.
With high ... Show more content on Helpwriting.net ...
For a student who's second language is English would have extreme difficulties taking any test that is written all in English, much less a high stakes
test that is going to decide if they are allowed to move forward in their education. ELL students need special accommodations to meet their needs and
designing a test that is in their first language should be an option that is available to these students and all school should be required to have them on
hand without question. ELL students cannot be expected to score well or even remotely the same on this test as their peers might or a student whose
first language is English and can read the written text on the test. "If students with limited English skills are to be tested in English their test scores
should be interpreted in light of their limited English skills" (CREATE, pg. 1). If high stakes testing is going to be a requirement for all students
enrolled in school, then accommodations should be made for not only students with disabilities but also for students who have English as their second
language. This is not only necessary but also the only fair way to achieve accurate test scores for all

High Stakes Testing And Statewide Standards
High–stakes testing and statewide standards The Department of Education concludes that high–stakes testing and statewide standards puts too strain on
both the teacher and student. Multiple studies show evidence of miscalculation of scores, teachers being blamed for low test score, and too much time
spent on preparation for the tests. The purpose of this policy brief is to elaborate on the non–beneficial components of high–stakes testing and statewide
standards. Thus, peer–reviewed research articles and evidential articles are reviewed on high–stakes testing and statewide standards. In addition, the
state of Florida has shown the greatest amount of dissatisfied outcomes. The information provided in this policy brief will precisely indicate why
high–stakes testing and statewide standards should be abandoned from the school system. I request the action of Congress to outlaw high–stakes
testing and statewide standards for the betterment of all National citizens by passing a new law to force states away from standardized testing.
For the past 15 years, the No Child Left Behind Law (NCLB), every state has been required to provide each child with a test. This occurs every year;
K–8th grade is tested on math and reading, and once in high school. Furthermore, districts have added a variety of tests to follow state–mandated tests.
The Counsel of the Great City schools concluded that students take approximately 113 tests between grades K–12. Roberta Munoz (2006)

High Stakes Testing Cizek Analysis
Cizek, Gregory J. "More Unintended Consequences of High–Stakes Testing." Educational Measurement: Issues and Practice 20.4 (2005): 19–27.
Google Scholar. Web. 8 Mar. 2017. This source explores the negative critiques of standardized testing from within the education profession. The history
of high stakes tests is described to provide background information on how testing practices have evolved. Various consequences addressed include:
reduction of instruction time, neglect of teaching material not covered by the tests, instruction and assessment mirroring the tests, and negative effects
on teacher morale and creativity. Cizek also takes time to address the time commitment of test taking. While multiple hours spent on one test is
necessary in ... Show more content on Helpwriting.net ...
"Study says standardized testing is overwhelming nation's public schools." The Washington Post. WP Company, 24 Oct. 2015. Web. 09 Mar. 2017.
This source provides statistics to demonstrate the dramatic increase of standardized testing and specific examples to establish the effects these tests can
have on a learning environment. It is stated that a typical student takes an average of 112 mandated standardized tests between pre–kindergarten and
12th grade. While one of the reasons behind the excessive amounts of testing is to improve America's academic competitiveness, most countries that
rank higher that the U.S. in academic's test students three times throughout their entire school career. This source suggests that the problem comes
from tests being mandated by multiple sources, Congress, the U.S. Department of Education, and state and local governments. While every test is
mandated for a different reason, the main priority is not the benefit of the children. An example utilized to demonstrate the detrimental effects of
excessive testing is a K–8 Pilot School in Boston. Individual, 90 minute reading tests are required every year. This causes teachers to spend over 60
hours of class time not teaching. Although many people support the use of standardized tests, excessive testing is still recognized as a problem from
multiple sides of the argument. The president of the Education Trust, an advocacy group focused on reducing the achievement gap, believes there is

High-Stakes Testing, the Standardized Classroom, and the...
"The world's greatest problems do not result from people being unable to read and write. They result from people in the world–from different cultures,
races, religions, and nations–being unable to get along and to work together to solve the world's problems." These statements by James A. Banks have
made a profound impact on my view towards multicultural education and the nation's current trend of standardization and high–stakes testing. Scholarly
research shows that the emphasis placed on testing and standards, mandated by the No Child Left Behind (NCLB) Act, is causing teachers to focus
entirely on basic skills in reading, writing, and math (Banks & Banks, 2010). This focus on basic skills is taking much needed time and attention away
... Show more content on Helpwriting.net ...
Thus, when AYP is based on academic achievement levels, the subgroup rules create negative unintended consequences for the students they were
designed to help, by disproportionately subjecting racially diverse schools to sanctions under NCLB." This consequence also threatens to increase the
growing dropout and push–out rates for students in these sub–groups (Darling–Hammond, 2007).
This paradox is not just affecting low–income and minority students, but also students in non–minority groups as well. When there is no time for focus
on skills that students need to participate in social change, these students will not learn to question practices within society or to work with other
students from all different groups and backgrounds in order to effect change. Classes in schools which may contribute to multicultural education, such
as social studies and foreign language, are being cut completely in order to spend more time on reading and math (Au, 2009). According to Au (2009),
since multi–cultural anti–racist perspectives and content are not deemed legitimate by the high–stakes tests and classroom standards, the end result is
that multicultural, anti–racist content and perspectives and not being included in the instruction time or curriculum. This reinforces the notion for white
students that they are the dominant group in society, and works against the goals of multicultural education.
In his

High Stakes Testing Pros And Cons
The concept of high–stakes testing is that the outcomes of said testing is used to make important life decisions regarding the knowledge of the
educational curriculum for the year. These high–stakes test used to be only used for older students going to college for example SAT and ACT, or for
graduation. Now these tests are being used in most all grades. High–stakes test really effect student's outcomes in school. For those students that have
a below grade level test result can have repercussions even if they had good grades during the school year. Those decisions can include summer
school, repeating the grade level, refusal of diploma, labeling the student, etc. For schools, below grade level testing reports can including paying
penalties, losing funding for their school and being labeled as a below average school in their district. With the passage of the No Child Left Behind
Act in 2001 these high–stakes test scores are used more to hold schools and ... Show more content on Helpwriting.net ...
Critic of high–stakes testing believe that these high stakes tests narrow the curriculum to included subjects and or topics that only appear on these
high–stakes test. They feel that what is being taught is memorization of facts of the testing curriculum and test preparation instead of "real learning".
(Yen, 2005) Higher test scores are due to the fact that the curriculum is being lined with the state standards of what needs to be learned and these test
are made with the state approved curriculum, so the scores should be higher if they are learning the curriculum right. While some might feel that one
subject is important but it isn't included in the curriculum doesn't mean they are not learning. School curriculum evolves over time and what one might
have learned in the 1990's or early 2000's would be different than what is learned in the year

Reflection On High Stakes Testing
2 Reflection: High Stakes Testing
1)Share your experiences with the administration of high stakes testing of your students, students in a classroom you observed, or your own children.
What is the attitude of the students? Do you think this or other situational factors could have influenced scores? What was the role of teachers or
administrators in these factors?
Every fall and spring of the year, our school has all students participate in NWEA Maps testing. These tests are used to create our school wide goal,
and for many of us, or individual goals for the year. Math and English are the two areas of focus, to see where we stand in regards to the grade level
norms that each school is supposed to perform at. In the past, our school as a whole has scored significantly below the norm. My second year, we
had a 4+ point deficit, and expected growth is limited to 1.3 a year on average. Thus, there is a huge emphasis on improving our scores each year.
We have about a week and a half that we spend on testing, and each subject goes on a different day. Throughout the course of the week our students
will go with each of their teachers and take test for a different subject each and every day. Studetns who don't finish in the allotted time for class, either
go back with the teacher, or are asked to finish their testing during a study hall, or during another class period. When the testing begins, we all assume
our students have taken it in previous grades and there is not

High Stakes Testing
Albert Einstein once stated, "not everything that counts can be counted and not everything that can be counted counts." High–stakes testing attempts to
determine the knowledge a person has obtained throughout grades K–12. These standardized tests are being used to judge a person's ability to graduate
from high school and also judge if a child has enough knowledge to proceed to the next grade level. Throughout this paper, I will be discussing how
these tests do not accurately portray one's intelligence, how they have increased drop out rates, and also show the damaging psychological affects they
have had.
High stakes testing does not accurately determine a student's intelligence. In 1999, the National ... Show more content on Helpwriting.net ...
This study also stated that, "every standardized test has a certain "error of measurement" which means that a given score could actually be off by
several points in either direction. High stakes, however, have single scores as the cut–off point. Those scores do not account for the inaccuracies that
all test publishers acknowledge"(azstandards). There have been many studies in which students take the same test on different days, and their score
varies greatly. High stakes testing does not give any consideration to these errors.
High stakes testing increases drop out rates. Texas adopted a test much like the AIMS in the 1990–91 school year. TAAS (Texas Assessment of
Academic Skills) testing has produced a very astounding number of minority dropouts. The Arizona Standards study states that there has been a 30%
increase in dropouts among Hispanic and African–American students (azstandards). Walt Haney, who wrote an article on the effects of the TAAS test,
claims that, "a convergence of evidence indicates that during the 1990's, slightly less than 70% of students in Texas actually graduated from high
school"(http://www.epaa.asu.edu/epaa/v8n41). The Alliance for Childhood organization discussed how, "there is growing evidence that the pressure
and anxiety associated with high–stakes testing is unhealthy for children...and may undermine the development of positive social relationships and
attitudes towards school and

High–stake tests are something that every student at some point has to take and they can very difficult for many students. The populations that this
exam tends to effect are special education and English language learners. There is pressure on the teachers to get the students ready for them and
pressure on the students to do well on them. The article "High–Stakes Testing and Students With Disabilities" discusses how the exams effect the special
education population. Only students with severe cognitive disabilities get the chance to take alternative assessments while the rest of the special
education population takes the same exam as the rest of the class. According to the article, there has been an increase in levels of performance by
special needs students in high–stakes testing. On the other hand, students with disabilities have a huge challenge achieving proficient levels and their
score effect how the school's overall scores look. All students tend to stress about the exam but special needs students tend to stress more about their
scores and also while they are taking the exam. In the article "High–Stakes Assessments and English Language Learners" by Andrea Honigsfeld and
Vicky Giouroukakis discusses the effects of those exams on students with a different first language. ... Show more content on Helpwriting.net ...
The article examines studies about giving incentives to schools, teachers, and students when they perform well on high–stakes or low–stakes
assessments. The article stated that giving the student's incentives increased scores only by .08% and incentives to teachers for the exams were only
.04%. They found that incentives did not work for low–stake assessments either. The only significance they found was with the math assessments
increasing by 1 to 2 points with incentives. So overall, the scores were not increasing when given

High–Stakes Tests Detrimental to American Public Education
In its beginnings American public education was a rather revolutionary concept. This conception–which was cemented upon the notion that education
should be free and compulsory to the masses–was scoffed at by many in the elite class however, this was the age of enlightenment thinkers and
America's founding fathers came to a significant conclusion; If America was to survive as a democratic nation its citizens would need to be more
informed than ever before. Knowledge is power and if America were to compete with the rest of the world each generation would require even more
knowledge than their predecessors. With this idea in mind many American public schools–in their beginnings–were exemplary ... Show more content on
Helpwriting.net ...
The vast majority of high–stakes tests are still in the standard multiple choice format and although this format takes less time to both create as well as
grade, this format has notoriously neglected higher order thinking skills (Jehlem 2). This format focuses on the recollection of facts and has as a result
turned many schools into drill centers designed to improve test scores rather than teach students meaningful material. In order to instill the importance
of learning rather than trivialize the process the federal government owes it to students to create various assessments that promote higher order
thinking skills instead of expecting all students to excel on a single version of a poorly created

Leadership And High Stakes Testing
When considering leadership studies, the research is quite prolific. Leadership occurs in every facet of social dynamics to varying degrees. In
education, specifically elementary and secondary education, the hierarchical approach of a top down leadership style has been the accepted norm
with the principal as the figurehead of the school. In the past, the principal served the role of a manager and not a leader. However, in today's
changing educational climate of accountability and high stakes testing, the principal's role continues to evolve into one of an instructional leader first
who also has managerial duties. Cheney and Davis (2011) acknowledge this changing role stating "The job has evolved into a highly complex and
demanding... Show more content on Helpwriting.net ...
Background As previously stated, the principal's role continues to evolve into that of an instructional leader who also still maintains the previous roles
associated with the position such as maintaining a budget, dealing with personnel issues and managing a building. When considering the principal's
ever–changing role, the conceptualization of the principal in early American education is noteworthy. American education began as early as the
Colonial period and was haphazard at best. There was no uniformity in schools from one community to another with each school being under the
supervision of the community, its leaders and parents. At this time, the teacher alone served at the pleasure of the community's constituents in
managing the schoolhouse, teaching with scant resources and maintaining order among the students (Rousmaniere, 2013). These teachers were not
respected among many communities. Rousmaniere (2013) notes that "early Americans described educators as misfits with no better opportunity in life,
crippled by accident, work, or alcohol addiction and whose disability traversed from physical to mental to moral" (p. 9). It is surprising that
communities would entrust their children with such perceived reprobates. During the nineteenth century educational reform was a continual process
with changes in organizational structure from within the school to the county and district level. In the mid–nineteenth century with the

High stakes testing, also known as standardized testing, is designed to test students understanding of course content. There is much discussion as to
whether high stakes is effective or a waste of time and money. High stakes testing should be eliminated because it isn't a valid measurement of student
achievement and it hinders student's learning experiences and negatively affects teachers. Standardized testing doesn't efficiently measure student's
achievement or understanding of the curriculum. Tests only measure students' knowledge of specific subjects and standards. "At best, any test can
measure students' knowledge of only a subset of the content in a particular subject area; it is also generally more difficult to design test items at higher
levels of cognitive complexity." (Do High–Stakes Tests Improve Learning?). This article makes the valid point that high stakes testing only tests lower
level thinking skills and ignores student's complex and higher level thinking. "The current tests don't measure ... Show more content on Helpwriting.net
...
Public school curriculums have been morphed to teach what is on standardized tests specifically. "Research has shown that incentives can encourage
teachers to "teach to the test" by narrowing their focus to the material most likely to appear on the test. As a result, their students' scores may be
artificially inflated because the score reflects their knowledge of only part of the material the students should know about the subject." (Do
High–Stakes Tests Improve Learning?). The concept of teaching to test is the problem in school systems. Students who only learn what will be on
standardized tests miss out on important skills and concepts. "Teaching to the test causes a narrowing of the curriculum that neglects other essential
subjects beyond those of reading and math that are the focus of testing." (Education: Test to the Teach). A narrow curriculum makes students less
prepared for the world outside of

Article Analysis: The Four Effects of the High-STakes...
The article, Four Effects of the High–Stakes Testing Movement on African American K
–12 Students discusses four ways in which high–stakes testing
has harmed African American students in particular and recommendations for improving their school experiences. Standardized tests have become the
main criteria to which student's knowledge, teacher efficacy, and school quality are assessed due to No Child Left Behind.
The authors discuss that one way African Americans have been harmed throughhigh–stakes testing and standardized assessments is through limited
improvement in test scores and dropout rates. Although some African American students may be receiving a quality education because they are reading
at or above grade level and have proficient math skills, there still remains a countless number of African Americans who are at the same level and
receiving a quality education (Thompson & Allen, 2012). Dropout rates once proved that African American students were not receiving a fair quality
education; however, today, the dropout rate indicates that Black and White achievement gap has narrowed over time and achievement scores have
increased, too many African Americans are still receiving a substandard education (Thompson & Allen, 2012).
The second way students are harmed is standardized testing promotes a lack of interest or enthusiasm in learning. The two main causes of student
apathy is what teachers teach and the way they teach. Nowadays, teachers no longer have the choice to

High Stakes Testing Dilemmas
The goal of education is to impart knowledge, wisdom, life skills, morals and values into the multitude of students we teach. This obligation is not
only directed toward our work with students but is indicative of how we should strive to function each and every day as educators serving with high
ethical standards. There is a lot of pressure on teacher during the high–stakes testing season but this should not influence educators to behave in any
manner that would be unethical for any reason. I am pleased and relieved to say that I have not witnessed blatant cheating as I have operated in the
capacity of a building test coordinator. The only issued I encountered was a colleague asked to view the test so she could prepare her students. The

High Stakes Testing Summary
The Washington Post published the story "2015 Superintendent of the Year: High
–stakes testing is the 'fool's gold' of accountability" by Valerie Strauss
on August 27 about one superintendent's discontent with constant "high stakes testing". Strauss was covering the story of man who was named the
"2015 American Association ofSchool Administrators National Superintendent of the Year", Philip D. Lanoue who is the superintendent of the Clarke
County School District in Georgia, which is one of the most impecunious districts in the state. Lanoue believes that the constant pattern of standardized
testing in schools is completely different from what he refers to as actual "meaningful assessment" and considers the tests to be unbeneficial for
students. ... Show more content on Helpwriting.net ...
All in all, the testing seems like a punishment for both the educator and the pupil just for the sake of "assessing" the progress of each school as
well as creating unreliable statistics for the public. I believe Lanoue's plan of action could be very beneficial to schools across the country if they
were willing to implement his ideas, at least as an experiment to see how well it progressed in other schools. After all, he was named superintendent
of the year for a reason, and his ideas deserve the right to be further evaluated in actual classrooms to measure the

High-Stakes Testing in American Schools Essay
The NCLB Act has obligated the government to find a way to keep track of progress, which, in their minds, is administering high–stakes tests.
High–stakes testing is scrutinized all the time, since some believe it is the only indicator of tracking students and teachers. They seemed to have been
ridiculed by many and favored by few; nonetheless there are significant disparities in the public's and government's opinion. According to Dunne
(2000), "Tests aren't just tests anymore –– at least not high–stakes tests, which are being used in some states to determine which students stay back a
grade, which high school seniors receive diplomas, which teachers get bonuses, and more." The National Education Association (NEA) does not believe
one ... Show more content on Helpwriting.net ...
The inequitable consequences that teachers and administrators would have to bare are uncalled for. These exams generate pessimistic attitudes that
become contagious and infect the educational environment. Extensive research shows that students who are held back do not progress academically,
suffer a loss of self–esteem, and are more likely to drop out of school, according to FairTest (2008).
Each year more and more states are requiring exit exams in order to receive a diploma. These forms of high–stakes tests seem to be more idealistic for
schools across the U.S. as they begin to adopt and modify them. Exit exams have brought about many lawsuits throughout the country though, since
they deny students who fail a high school diploma. Many say that the exams are not impartial and that they discriminate against English language
learners, minority students, special education students, and economically disadvantaged students. All–in–all the exit exams do serve a more
meaningful purpose than other forms of high–stakes tests.
According to Urbina (2010), exit exams have facilitated for educators to locate deficiencies in their curricula and brought about clearer guidelines. Also,
they invigorate students to share the responsibility of their academic achievement, since students become more serious about them. Politicians want to
abolish the stigma a high school diploma currently carries and win back

Public education today is facing many issues. In my career as a teacher I have seen firsthand many of these issues. The lack of technology and
furthermore, teachers trained and comfortable in using the technology is one problem that is facing public education. Besides technology, closing the
achievement gap between socioeconomic status and race is an extensive public education issue. Lastly, high stakes, standardized testing is an issue that
many educators, students, and parents face each year. I consider high stakes testing to be the biggest impact on my classroom each year and the issue
that causes the biggest impact on my third graders. Testing is important to measure what and how well students learn and it also gives teachers and...
Show more content on Helpwriting.net ...
When high stakes tests are used as a large part of a teacher's performance evaluation it fails to show the bigger picture. Students come from diverse
learning backgrounds and testing does not show the growth that the teacher helped the students to accomplish. High stakes testing forces teachers to
focus only on subjects tested and spend many, many hours on teaching test–taking strategies. By narrowing the curriculum, testing does not allow
students to focus on a deep understanding of material or develop critical thinking skills. There has also been a "trickle down" of curriculum into the
lower grade levels to help prepare them for standardized testing. Students in Kindergarten should be focusing on social and emotional goals; however,
the curriculum has shifted to include more academic skills. High stakes testing also has impacted students. Students may suffer from testing anxiety or
just not do well on tests. If the only data that is shown about these students is based on this test it does not truly show the whole picture. Exceptional
Education and English Language Learners have been impacted the most due to standardized, high stakes testing. These tests do not take in to account
the level these students are working at and how much growth and progress they make during a school

High Stakes Testing in the United States
Ghadeer Alsobahi
Indiana State University
High Stakes Testing in the United States
High stakes testing is a type of test that has significant consequences. For example, if a student passes this test, she/he will be able to practice a
certain profession, go to college, or be qualified for a higher degree. However, if the student fails to pass this test, she/he will have to retake the course
until they pass the test. Usually, it is used to take important decisions in one's life. An example of a high stakes testing is the No Child Left Behind
tests (Miller, Linn & Gronlund, 2013).
A high–stakes test is usually used to create important decisions about teachers, students, and schools mainly for the purpose of ... Show more content on
Helpwriting.net ...
Test scores as administrative mechanisms in educational policy. Phi Delta Kappan, 66(9), 611–617. www.Aera.net/AboutAERA
/AERAulesPolicyStatements/PositionStatementonHighStakesTesting/tabid/11083/Default.aspx
Handbook of Test Development
Downing, S., & Haladyna, T. (2006). Handbook of test development. Lawrence Erlbaum: NJ.
Downing, S., & Haladyna, T. (1996). A model for evaluation of high–stakes testing programs: Why the fox should not guard the chicken coop.
Educational Measurement: Issues and Practice, 5(1), 5–12. www.education.com/magazine/article/high–stakes–testing–pros–cons/ Hammond, L., D.,
Ball, D., L. (1997). Teaching for high standards: what policymakers need to know and be able to do. Prepared for the National Education Goals Panel.
Retrieved from: http://govinfo.library.unt.edu/negp/reports/highstds.htm/
Dr. Maria G. J. (2010) Broad–Trained Superintendent www.seattleducation2010.wordpress.com/2011/08/20
/broad–trained–superintendent–shows–up–again–in–broward–country–florida/
International Reading Association. (2008). Reading assessment in practice. Newark, DE: Author

The Consequences Of High Stakes Testing : Student And...
High stakes testing has become the norm in assessing both student and teacher achievement, but should it be? As the consequences of high stakes
testing increase, teachers begin to only teach to the test, which can invalidate the test as an accurate sampling of a student's achievement. Because the
tests primarily focus on achievement in math and language arts, instructional time is spent teaching primarily these essential subjects and subjects
deemed non–essential are cast aside. High stakes testing is also an inaccurate representation of some students work because some students simply do not
test well in those situations. Due to these among various additional problems the stakes of these standardized tests should be drastically lowered. First,
if a teacher feels that his or her career is dependent on students' scores on a set of standardized tests, then the teacher will therefore change their
educational practices to reflect material covered in the test. The test is intended to sample a body of knowledge that has been taught to the students
(Popham, 2001), but when a teacher teaches materials that are reflective of specific items on the test only, then the test as a sample of student work is
invalid. Those who are in favor of such testing might say that teaching to the test is not necessarily a bad thing as students are learning according to the
standards. This practice of high stakes testing is not adequate for meeting student needs because there is little emphasis on

Benefits And Backlashes Of High Stakes Testing

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