High Stakes Testing In Schools
Assessments
Assessments are a test for knowledge of content standards. The objective is to monitor progress of students and hold schools accountable. A desire to increase performance standards and accountability have led to the widespread of standardized testing. The implementation of high stakes tests has impacted curriculum, pedagogy, and school culture. Studies have shown that high stakes tests may compromise student understanding (Amrein & Berliner, 2002; Berliner, 2011). High stakes test can dictate the practice of the teacher, because it is critical for their students to pass in order to have job security, promotion, or tenure. Some issues in assessments are that in many instances assessments are not aligned with the standards (Bhola,
Impara, & Buckendahl, 2003). Many standards based assessment tests only put emphasis on facts and definitions, and require that students have an understanding of the facts and definition in only one way. Usually these assessments are only given though multiple-choice methods. This singular approach eliminates efforts that use alternative ways of teaching and learning to increase the groups of students who do well, and leaves behind students who are better able to show what they know and can do with an essay, presentation, or other project (Falk, Fehr, & Fischbacher, 2008). In addition, standardized assessments have creates a wedge between teachers and students, which has caused a weakened emotional bond between teachers and students, by altering the perceptions from students that teachers are caring individuals. (Settlage & Meadows, 2002). High stakes assessments have led to more test-preparation activities, shortening of the curriculum, and intensified attention to solely making sure students pass the end of the year assessments (Booher-Jennings, 2005).
Assessments are a test for knowledge of content standards. The objective is to monitor progress of students and hold schools accountable. A desire to increase performance standards and accountability have led to the widespread of standardized testing. The implementation of high stakes tests has impacted curriculum, pedagogy, and school culture. Studies have shown that high stakes tests may compromise student understanding (Amrein & Berliner, 2002; Berliner, 2011). High stakes test can dictate the practice of the teacher, because it is critical for their students to pass in order to have job security, promotion, or tenure. Some issues in assessments are that in many instances assessments are not aligned with the standards (Bhola,
Impara, & Buckendahl, 2003). Many standards based assessment tests only put emphasis on facts and definitions, and require that students have an understanding of the facts and definition in only one way. Usually these assessments are only given though multiple-choice methods. This singular approach eliminates efforts that use alternative ways of teaching and learning to increase the groups of students who do well, and leaves behind students who are better able to show what they know and can do with an essay, presentation, or other project (Falk, Fehr, & Fischbacher, 2008). In addition, standardized assessments have creates a wedge between teachers and students, which has caused a weakened emotional bond between teachers and students, by altering the perceptions from students that teachers are caring individuals. (Settlage & Meadows, 2002). High stakes assessments have led to more test-preparation activities, shortening of the curriculum, and intensified attention to solely making sure students pass the end of the year assessments (Booher-Jennings, 2005).