Edu 100 - Library Assignment (1)

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University of Alberta *

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100

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Sociology

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Apr 3, 2024

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1 What are we learning about the impact of high stakes testing on students, and what are some strategies that teachers can employ in order to administer these mandatory tests without compromising excellent teaching and learning? High stakes testing is a test with both important benefits and consequences for the test taker. Standardized testing is when all students in certain jurisdictions must all take the same exam in order to compare their performances. Both of these tests have always been a controversial and interesting topic to me. From my perspective as a student it has been hard to accept the fact that these tests were mandatory and I felt that these exams caused students too much stress and anxiety and not enough benefits. Through my research I was

2 hoping to find different perspectives on these tests. I focussed specifically on how some teachers are able to employ certain teaching techniques in order to prepare students for these exams while at the same time making students feel more comfortable and educated on issues other than just the topics needed for these high stakes/standardized tests. French, J. (2019). 'We've heard concerns': UCP pauses plan to make high school diploma exams worth 50 per cent. Edmonton Journal . https://edmontonjournal.com/news/local-news/weve-heard-concerns-ucp-pauses-pl an-to-make-high-school-diploma-exams-worth-50-per-cent This article in the Edmonton Journal identifies the stakeholders as the United Conservative Party, voters and students. This article takes on the issue of diplomas and grade three PATs and the impact it has been having on students thus far. The UCP has heard voter concerns on diploma exams being worth too much of a students final grade and lowered the amount it was worth. As for PATs they were discussing whether to introduce them again. This also brings along the concern for stress on young children. The conclusion that can be drawn is that a form of assessment is needed for young learners in order to understand what areas to focus teaching on, but to make sure they aren’t so high-stakes. As for diplomas they do help students prepare for post-secondary education but voters and UCP, hearing the concerns of the voters, seem to agree that weighing them so heavily isn’t beneficial. Bulgar, S. (2012). The Effects of High Stakes Testing on Teachers in NJ. Journal on Educational Psychology, 6 (1), 34-44. https://login.ezproxy.library.ualberta.ca/login?url=https://www.proquest.com/schol arly-journals/effects-high-stakes-testing-on-teachers-nj/docview/1826533842/se-2 ?accountid=14474 This research paper examines the perspective of teachers in the United States on high-stakes testing and the negative effect it has on teaching style. Although the main focus is on teachers the study is performed on students in elementary schools, specifically in the area of math. This paper attempts to prove the hypothesis that by allowing students to apply their learning in any form that resides with them they will be able to retain/recall and use that information more efficiently in order to solve problems. It also attempts to show teachers that by using a more student centered teaching style (non-traditional) verses set in stone step-by-step (traditional) the students will benefit more. The study used one activity on fifth grade students and then another activity on those same students when they reached grade six. Both the activities allowed for the students to use their own method of interpretation for the problem instead of following the steps that are laid out

3 for them like in standardized testing. It yielded positive results, therefore this study justifies that a more application and interpretation based teaching style is more beneficial for students. Kiyomi Sánchez-Suzuki Colegrove & Christian E. Zúñiga (2018). Finding and Enacting Agency: An Elementary ESL Teacher’s Perceptions of Teaching and Learning in the Era of Standardized Testing. International Multilingual Research Journal , 12:3, 188-202. https://doi.org/10.1080/19313152.2018.1474061 This research journal is very similar to the one above in that it focuses on the teacher's opinion for traditional versus non-traditional teaching, however it looks more closely at marginalized students. The purpose of this paper and the teacher in the paper is to attempt to prove that through PBI (project based instruction) students will receive a higher education. This journal seeking to understand PBI used three different platforms: teacher agency, pedagogy of hope, and identity of discourse. Teacher agency pushes teachers to look inward on their own morals and allows them to resist constrained environments which leads them to hope that they can and will transform teaching practices. Through this experiment with PBI Ms. Cooper felt that instead of asserting authority over her classroom she would allow them to engage in their own form of learning and her confidence in this method and her children increased. In this case it looks like standardized testing has again created a negative environment and stigma, but this teacher found a positive way around it. Wallace, D. (2004). Standing the test of time [Standardized testing harms teaching and learning]. ATA Magazine , 4-5. https://login.ezproxy.library.ualberta.ca/login?url=https://www.proquest.com/trade -journals/standing-test-time-standardized-testing-harms/docview/231451175/se-2? accountid=14474 In this ATA Magazine article, a parent of a girl in a Social 30 class presents her opinion on the mandatory diplomas that he/she’s daughter had to take. The other stakeholders presented in this article are the daughter’s teachers and The Fraser Institute is also brought into the debate a few times. This article explores the negative effects that these diplomas can have on a student. While the daughter scored a decent mark on her exam the parent expresses their concern on the other aspects of their daughter’s learning. Stating that by focusing primarily on preparing students for these exams takes away from the positive aspects of the course and gears a students brain to only focus on the exam on hand, therefore lacking other knowledge that may be more useful in their future. This

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4 parent evidently feels that by ranking students and schools based on these heavily weighted exams seems unfair to do. Amrein, A. L., & Berliner, D. C. (2003). The Effects of High-Stakes Testing on Student Motivation and Learning. Educational Leadership , 60 (5), 32. https://login.ezproxy.library.ualberta.ca/login?url=https://www.proquest.com/trade -journals/effects-high-stakes-testing-on-student-motivation/docview/224842817/se -2?accountid=14474 This report is focussed on the United States and the high stakes testing implemented in certain states. It aims to research the statistics behind high stakes testing and its impact on dropouts and student motivation. It touches base with the socioeconomic pockets we have in society and how students in these pockets struggled even more with these tests. They found that when these tests are used the quality of teaching and learning drastically decreases leaving both students and teachers feeling deflated. The statistics they found show clearly that with testing implemented more students were dropping out compared to without the tests in these same states. This goes against the thought that these tests would actually raise student motivation and achievement. Suffice to say that this report is showing that high stakes testing is only hindering education. Curriculum Advantage Introduces Comprehensive Assessment Solution. (2009, Dec 16). BusinessWire. https://login.ezproxy.library.ualberta.ca/login?url=https://www.proquest.com/wire- feeds/curriculum-advantage-introduces-comprehensive/docview/443713758/se-2? accountid=14474 I searched hard to find an article that discusses the advantages of high stakes testing. This report, although not supportive of high stakes testing, offered up an alternate route. A comprehensive software designed to assess students and then provide teachers with an effective strategy to help this student learn. Supplying an easy way to provide specific learning opportunities to each student without the need for unnecessary spending on many different resources. Instead of ignoring student differences this article embraces it and shows that it is possible for schools and teachers to accommodate anyone. It can be difficult to find the time to help every student individually when high stakes testing hangs over one's head and the pressure builds. This program offers an out that can influence a positive and inclusive environment that empowers individuals to do better.

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