High Stakes Testing Essay

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

Students with disabilities are increasingly being included in large scale, high-stakes testing programs despite inadequate accommodations. In recent years, the school system has increased pressure on students in regards to testing. In the past, Kentucky has done a poor job of including impaired students in its statewide assessments; mainly in failing to provide the mandated accommodations for disabled students. In order to help these students with their learning skills, test scores, appropriate testing accommodations and the performance of students with disabilities. Results indicate that most Kentucky students have been included in the CATS assessment, but many the scores obtained from disabled students may not be reliable due to

When analyzing the reading scores within the state of Kansas I found that overall the students are passing with at least 85% of the students tested are at or above the standards. It seems Kansas is not meeting its levels within its racial divides though. Almost 16% of African-American students are not meeting any standards in the reading level but only 3.3% of Kansas white students are failing. These statistics do not completely match up with the economically disadvantage students, over.5% of these students are at least meeting the basic requirements asked of them in the 2009 AYP. Students with disabilities who are given the same tests as all students are also falling below our line of standards.

Personally, I see two major tripping blocks in Special Education in this article. First, why should a standardized test determine a student’s success in high school – especially a student with

Once a child is labeled a slow learner because of standardized test results their educational opportunities narrow and become less challenging. A questionably high proportion of children in special education and lower level tracks come from low socioeconomic populations and minority families. In addition to minority biases, gender biases are rampant in standardized testing. In a recent case, Sharif v. New York Education

High stakes testing is basically one test that results have proven in the most recent years an enormous impact on education today. The outcome of these tests can have a major effect on students, teachers and schools. High stakes testing should not determine how smart a student is or how well a teacher can teach. These tests have been proven to have a negative impact on a student’s motivation to learn as well as a teacher’s motivation to teach. Not all students learn the same nor do they test the same. Therefore, a teacher’s performance should not be based on the results of these tests alone. High stakes testing put too much stress on students and teachers, have narrow curriculum and do not show diversity to ELL students.

Modifications and accommodation are incorporated into the IEP student. Accommodations and modifications affect different aspects of assessments for special needs students. Accommodations makes provisions for the students to take the same test as students that have no disability such as giving them more time or an interpreter or allowing them to take the test apart from other students. Accommodation can be seen as early as Pre School or in college. The accommodations follow the students throughout their education lifespan. An example of this is when Johnny is struggling with taking a timed test. He does not need the test changed, however, he needs more time to complete the test. The teacher noticed this issue while grading his previous test.

They also suggest further research regarding the creation of reading tests that minimize the effects of a word reading disability (Fletcher et el., 2009). Fletcher et al. (2006) suggests future research be conducted on types of skills required for reading tests with students who have a variety of difficulties in reading. I believe there is a need for more research to address which accommodations are fulfilling their purpose to be considered useful to the students with disabilities as well as fairly and accurately measuring the students

Accommodationsrepresent adjustments to standardized instructional practices or assessment conditions that are designed to reduce the effects of a child’s disability by allowing him/her to participate more fully in instruction and to better demonstrate their knowledge and skills (Fuchs et al., 2000). The assumption is that an effective accommodation should minimize the functional impairment associated with a student’s disability but should notaffect the performance of a nondisabled student (Tindal & Fuchs, 1999)...Extended time, the most commonly administered accommodation for students with ADHD (Schnoes et al., 2006), has received the most empirical attention; however, findings regarding the effectivenessof extended time for these students are mixed. Brown, Reichel, and Quinlan (2011), for instance, demonstrated that receipt of extended time was associated with better scores on a passage comprehension measure among adolescents with ADHD; however, this study provided no comparison group of typically developing peers to evaluate whether the students with ADHD received a “differential boost” in performance (Tindal & Fuchs, 1999) from this accommodation. Several studies that have compared students with ADHD to their typically developing peers have suggested that extended time may not differentially benefit these

Throughout the history of education the negative effects of standardize testing on students with learning disabilities had become a major issue for educators today (Kessler, et al., 2006). Kessler stated that a mixed method research proposal was used to examine whether or not a connection exist between students’ standardize test scores and testing accommodation. Kessler also stated that there are extending circumstances pertaining to the timeframe in which standardize test are being taken. According to Kessler the accommodation for testing students’ with standardize test indicates that it is more beneficial to accommodate students’ with standardize testing by adding extended time and classroom placement. Lee, Osborne, Hayes, and Simoes, (2008) stated that the mixed method research indicated that there is a relationship between tests scores and testing accommodation being provided to these students’ with learning. Also, Lee, Osborne, Hayes, and Simoes, (2008) indicated that this particular mixed method research uses interviews and surveys to conduct standardize testing of students’ with learning disabilities in order to determine whether or not testing accommodation indicates if a significant differences is found in student test scores. Lee, Osborne, Hayes, and Simoes stated that there are different types of testing conditions in which data has been taken from

Standardized testing is widely discussed in the education system. Many individuals are heard discussing the pressure that these test put on students, teachers, and schools. As a result of the No Child Left Behind Act of 2001 students with disabilities are now included in taking these test. Many people support the idea that including individuals with disabilities demonstrate that they have the ability to meet high education goals. In order to improve the quality of education that individuals with disabilities receive, teachers and students are held accountable for meeting state standards on standardized tests.

As a way to minimize confounding factors, children will attend public schools with common core curriculum in reading. They will all attend the same ACT prep class. Because their education is the same, researchers can truly test if reading to children has an impact on their scores. To collect this data, researchers will look and take note of children’s Reading ACT scores as high school juniors. Due to the nature of this experiment, researchers will have little to no interaction with the children. Researchers will conference with county teachers to make sure children are all on the same level. Data will be collected by simply looking at the resulting Reading ACT

There is a student that has HDHD in a normal class and she struggles to pay attention during classes and tests. It is very difficult for her to understand questions when she reads them because she can’t stay focused long enough to look through them. As a way to help her demonstrate her skill and knowledge during a test she has been given test accommodations. Her accommodations include being placed in a separate room from other students and also having the questions read aloud to her. This accommodation would help the student because it takes her out of a normal classroom with other students where she can get easily distracted and she doesn’t have worry about reading the questions or passages. This will help her better understand what the questions are asking. This student is stull capable of taking the test because she doesn’t have any intellectual disabilities that would prevent her

Commercial achievement tests are usually given each year. this yet provides information about students performances over time, and identify strengths and weaknesses. The main purpose of this test are to compare the performance of local students with that of similar students nationwide, and to provide developmental information about students achievement overtime. A commercial test is meant to be administered for all students under The same condition whenever and wherever it is given. Where as every teacher who administers a commercial test is expected to use it and not deviate from it. Which are issues teachers must consider when administering commercial achievement test to students with disabilities. The Americans with disabilities act require

For some cases this may be true, but for my case, and many other students, testing was never considered to be a good influence. In fact, testing can even do the opposite of motivating. Sometimes the student who does poorly on one or two tests begins to believe that they are a failure and from that point on believe that there is no point in trying. This can cause the student to develop a poor work ethic and think that it is okay to receive bad grades and put in minimal effort. In this case, if the student had received an alternative assessment then, outcomes similar to these would have been prevented. According to Responsive Assessment, “learning is more than what can be measured.” (Henning-Stout, 21) So, if learning is the purpose of school, and testing isn’t a good means to measure what we have learned, then why use it? And example given in The Testing Trap is a case “when a child is having difficulty reading and we take her out of the classroom to give her a standardized test, we have a sample of how she responds to that test version of several discrete and measurable skills associated with reading. These skills are considered reflective of reading ability, because children who read well do well on items representing these skills. To go from the observation that good