High-stakes testing

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

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

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

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

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

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

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

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

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. A standardized test is defined by, “The Glossary of Education Reform”

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