High-Stakes Testing: A Comparative Analysis
Both articles identify and analyze two different effects of high stakes testing. The first article doesn’t directly attack high stakes testing but simply analyzes data and forms a conclusion. This would mean that it can be furthered explained to draw a conclusion about high stakes testing. The second article begins to show a negative side to the consequences of high stakes testing; therefore, it is more certain in its purpose. High-Stakes Testing and Curricular Control: A Qualitive Metasynthesis focuses on deciding whether high stakes testing has been able to take control of school curriculums and therefore identifies what changes it has made. Wayne Au analyzes his data collection to draw the conclusion that there are “three different, interrelated
types of curricular control associated with high-stakes testing: content, formal, and pedagogical.” By identifying the three types of curricular control and through evidence from his data, Au is able to state that high stakes testing decreases in curriculum content. The presence of high stakes testing causes teachers to focus the curriculum on test specific topics and pieces of knowledge to be provided to the students.
How Does Test Exemption Affect Schools’ and Students’ Academic Performance? Talks about a negative effect of the high stakes testing. Jennings and Beveridge point out the problem of test exemption for students who teachers identify as too low performing, and teachers’ unfair focus towards students who seem to have a higher chance of passing the standardized tests. This problem with this situation is that ELL and special education students are being left out of participation in not only testing but learning as well. In order to create the appearance of better results teachers are neglecting the lower performing students, the students that need help the most. The pressure of high stakes testing creates this need to cheat students of an education to maintain a job perhaps, or on a larger scale maintain funding for a school.
types of curricular control associated with high-stakes testing: content, formal, and pedagogical.” By identifying the three types of curricular control and through evidence from his data, Au is able to state that high stakes testing decreases in curriculum content. The presence of high stakes testing causes teachers to focus the curriculum on test specific topics and pieces of knowledge to be provided to the students.
How Does Test Exemption Affect Schools’ and Students’ Academic Performance? Talks about a negative effect of the high stakes testing. Jennings and Beveridge point out the problem of test exemption for students who teachers identify as too low performing, and teachers’ unfair focus towards students who seem to have a higher chance of passing the standardized tests. This problem with this situation is that ELL and special education students are being left out of participation in not only testing but learning as well. In order to create the appearance of better results teachers are neglecting the lower performing students, the students that need help the most. The pressure of high stakes testing creates this need to cheat students of an education to maintain a job perhaps, or on a larger scale maintain funding for a school.