While technological advances make the integration and standardization of such concepts more feasible than ever before, the political challenges are daunting. And standardized tests can only assess a small portion of the curriculum.
Experiences of teachers and administrators in three states.
American Educational Research Journal, 44 3— High-stakes testing does not improve education. Education professionals continue to debate the merits of high-stakes testing and stress the need to supplement it with other forms of assessment.
Some evidence suggests improvements in national performance associated with test-based accountability. Jonathan Supovitzan associate professor at Penn GSE and senior researcher for the Consortium for Policy Research in Education, focuses his research on how education organizations use different forms of evidence to inquire about the quality and effect of their systems to support the improvement of teaching and learning in schools.
In this model, the accountability system is seen to signal important values to stakeholders and, in particular, the public. To prepare students for high-stakes testing, instructors should teach the content domain, test strategies, and time management skills; use a variety of assessment approaches and formats; teach time; foster student motivation; and show students how they can allay test anxiety Miyasaka,as cited in Gulek, More importantly, both sides believe states must provide schools with sufficient time to prepare students for the tests and ensure that state standards, curriculum, and instruction are aligned.
This is a disservice to both teachers and students. Mapping a course for improved student learning: The latter for instance, argue that when rewards and sanctions are attached to performance, students lose their intrinsic interest in learning and cease to be independent, self-directed learners Sheldon and Biddle, Redesigning accountability systems for education, The perverse consequences of milepost testing.
In the psychology program, this was the first time a computer-based exam was implemented. For those educators who already have a strong internal sense of responsibility to their profession, the research is inconclusive about the effects of external pressure. In addition, for practical reasons, state tests tend to rely on easy-to-score questions that measure basic skills and recall instead of higher-order thinking.
For example, the cost of large-scale science performance assessments in California were found to be 20 to 60 times more expensive than standardized multiple-choice assessments for an equally reliable score Stecher and Klein The data from high stakes tests are useful to policymakers for assessing school and system-level performance but insufficient for individual-level accountability and provide meager information for instructional guidance.
Barriers to the use of data to improve practice. Research in the last few decades documents that state testing can significantly affect curriculum and instruction.
But if students do not have access to an adequate and equitable education, they end up being held accountable while the system is not. In short, we have been effective in motivating educators through high-stakes testing — but we have done so without providing clear direction about exactly what we're motivating them to do.
The paradox in this study is this: As can be expected in a field experiment, however, there was both some attrition and non-compliance which we will discuss below. Mapping a course for improved student learning: One of the simplest ways to help students with time management is to give assessments with time limits throughout the year so they can become accustomed to taking tests under time constraints Clovis,as cited in Gulek, State accountability tests leave out some subjects altogether, and they only cover a limited sample of the many subtopics covered in others.
Symbolism theory has also contributed to the growth and prevalence of high-stakes testing. High-stakes testing answers a real need for the education system to demonstrate that it is spending public dollars judiciously.
In particular, the emphasis on testing hurts low-income students and students from minority groups. Examples of minority students scoring below nonminority students support findings that poor and minority students are most likely taught by the least-qualified teachers, while better-qualified teachers seek higher salaries in wealthier school districts.
Although we do seem to face a chicken-and-egg conundrum when trying to determine whether curriculum and standards are being aligned to the tests or vice versa, alignment is producing a more coherent education system. For a long time, systems excluded certain student populations from the testing programs through exemptions.
Rather than investing in substantial efforts to improve teaching and learning, we have created a system that values summative testing as the cure to what ails us. Carter The idea of testing students on what they learn in the classroom certainly is not new to educators. The Common Core State Standards offer a first step in this direction in two subjects, but whether they alter the landscape will depend on how they are translated into curriculum and assessed.
As several states and national organizations began incorporating alternative forms of assessments into their test-based accountability systems, researchers examined the influence of these assessments on both motivation and alignment.THE EFFECTS OF HIGH STAKES TESTING ON TEACHERS IN NJ Keywords: High Stakes Testing, NJ Education, Models and Modeling, Middle School Education.
SYLVIA BULGAR By INTRODUCTION RESEARCH PAPERS 34 i-manager’s Journal on Educational Psychology, Vol. 6 l No. 1 l May -. The Impact of No Child Left Behind on Students, Teachers, and Schools some suggest that high-stakes testing may lead school personnel to inten- for future policy and research.
High-stakes testing will likely remain the coin of the realm for the foreseeable future. In fact, if test scores are used to evaluate individual teachers, the stakes will increase even more. The challenge, then, is to ensure that state tests do not continue to distort the curriculum in ways that deprive students of meaningful learning.
“High-stakes testing, by its very definition, is the most extreme form of testing, for it results in the most direct, far-reaching set of consequences for the test taker. Thus, high - stakes testing bears great significance for human achievements, individual lives and educational practices alike ”.
Master of Social Work Clinical Research Papers School of Social Work The Impact of High-stakes Testing on the Learning students, teachers, and school administrators to take the tests seriously, make personal or The research done about high-stakes testing has shown that teachers and administrators are facing high.
Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
Valli, L., & Buese, D. (). The changing roles of teachers in an era of high-stakes accountability.Download