High Stakes Testing Is An Educational Strategy

These tests are issued by state, federal, or local agencies and school administrators to prioritize that students are participating in effective schools as well as ensuring that they are taught by an effective staff of teachers. These test scores are used to determine punishments (such as penalties, sanctions, funding reductions), advancement (grade promotion or graduation for students), or even compensation such as a salary increase or bonuses for the school staff. I personally do not believe in the current use of high stakes testing because there are so many outlying factors that could pose detrimental to an effective education system. The current education system tends to follow the rule of no child left behind but I believe that this rule is in fact leaving kids in the dust a mile back. In the current form of academic testing achievement is simply measured by a students’ ability to perform on annual multiple-choice tests that include things such as reading and math. Because testing has so much weight in the current world of education teachers only really have an incentive to teach “to the test” due to the widespread and actual fear that if their students perform subpar it may ultimately result in their termination. These tests have an intense focus on math; writing and reading proficiency, and in return fewer resources and time are being used to

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 and evidential articles are reviewed on high-stakes testing and statewide standards. In addition, the state of Florida has shown the greatest amount of dissatisfied outcomes. The information provided in this policy brief will precisely indicate why high-stakes testing and statewide standards should be abandoned from the school system. I request the action of Congress to outlaw high-stakes testing and statewide standards for the betterment of all National citizens by passing a new law to force states away from standardized testing.

After the implementation of the “No Child Left Behind Act” high risk standardized testing has become a pressure cooker of corruption in the United States due to often unrealistic expectations, abundant incentives, and harsh punishments placed upon educators and administrators, overall resulting in the essential need for reform. The concept that every student’s academic ability can be assessed by a single universal exam is a misguided notion.

Although legislatives assumption was that high stakes testing would enhance understudy inspiration, and raise understudy accomplishment, that supposition was completely incorrect. The effect of standardized testing (high-stakes testing) has not been positive throughout the United States at all. Due to the lack of motivation, the high retention rate, and notable change in dropout rate, it may be a while until many states recover, especially for states like Louisiana. According to Nola, Louisiana is tied with Florida for having one of the country’s fifth lowest graduation rates, and one of the highest dropout rates. Our society needs to come together and think of a plan that will help students, and prevent the increasing number of kids who decide to give up on school. A system that will benefit both students, and teachers should be created; making it better for both, students and teachers to work together properly. With a new system student motivation may improve, the number of over aged students sitting in the wrong grade will decrease, and the notable dropout rate will actually

Mandate High stakes exams are test that analyze students achievements scores with other students from across the United States. Theses scores are extremely important because it had negative and positive effects on the students, teachers, school and the governemnt. The students are required to score at a certain grade level. If the did not get that score they are likely to not graduate. Teachers have the pressure to prepare the students for the exam. If the students don’t score high, then it relflects how effectieve the teacher has taught. The teacher can get fired if they don’t have their students score higher. Schools get affected also in these exams because if the students score high then the school

In the article, “high stakes of standardized testing”, Steve Kastenbaum express a unique way of writing that helps persuade the reader that standardized testing are not the most effective way to critique students or teachers. The main audience for his article are students, parents, teachers and school officials. The article starts off by discussing how testing has been a part of the American education for a long time. He then goes on to quote a variety of people who have opinions on this matter to elaborate more deeply on the effects of testing and pressure that is involved with testing. In his article it was obvious that each of these people ranging from teacher and students to school officials had their own view on the matter. The people

High Stakes Testing has been overly integrated in the education systems. High-stakes testing are used to determine grade retention, school curriculum, and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is to ensure the student’s accommodations are being followed. Accommodations help increase students’ academic performance. “Both the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010).” Throughout the years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA.

High stakes testing is a topic in which both Republicans and Democrats are against having and agree it should be taken out of the Education standards. Children spend more than 2 percent of classroom instruction time taking test and with this new move to limit school testing the goal is

The Washington Post published the story “2015 Superintendent of the Year: High-stakes testing is the ‘fool’s gold’ of accountability” by Valerie Strauss on August 27 about one superintendent’s discontent with constant “high stakes testing”. Strauss was covering the story of man who was named the “2015 American Association of School Administrators National Superintendent of the Year”, Philip D. Lanoue who is the superintendent of the Clarke County School District in Georgia, which is one of the most impecunious districts in the state. Lanoue believes that the constant pattern of standardized testing in schools is completely different from what he refers to as actual “meaningful assessment” and considers the tests to be unbeneficial for students.

There is a flip side to this though. Levitt makes note that people will try hard, if not harder, to cheat, rather than follow the rules, when he says, “Whatever the incentive, whatever the situation, dishonest people will try to gain an advantage by whatever means necessary.” If it is assumed that every student is a dedicated student, who is determined to pass the standardized test, then the idea that high-stake testing would motivate students to study more would be true. But let’s be honest, not every student is willing to put in extra time outside of the classroom to prepare for exams. The same type of thing applies to teachers; not every teacher is going to abide by the state standards and teach their students properly according to the curriculum. This is one of the reason cheaters exist. They want something for nothing. They want to sit back and put in little to no effort, but still have success to show for

(2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287-302.

High stake test means that the results test can have major consequence for a student (Armstrong, Henson, & Savage, 2015). This is part of the reason the ESSA wants to change standardized testing. The ESSA wants to change standardized testing because high stakes testing is nerve racking for student and for teachers. The ESSA has proposed that schools should break these high stakes test, into parts that will be taken throughout the year. At the end of the year the separate test scores will be added up and averaged. Whatever the average score will then turn into their final score. Another one of the changes that the ESSA wants to put into place is to put a limit on the amount of alternative assessments that are given to students with disabilities (Strauss 2016). The ESSA states that they will “cap at 1 percent the proportion of students in a state who can be administered an alternative assessment for students with the most sever cognitive disabilities” (Strauss 2016). The ESSA, however will be lineate in the amount of students that need an alternative assessment as long as the state seeks a wavier to expand the amount of students that can take alternative assessments (Strauss

Education keeps evolving through time. However, it has been stagnant lately. We are in the period where high-stakes tests are one of the largest aspects in education. It has been like that for a few decades now. A large group of people seem to think that this is the perfect time for change. There are a lot of arguments going around opposing the implementation of high-stakes testing and vice versa. While doing the synthesis paper and proposal, I have noticed that most sources tend to talk about the collateral damage of high-stakes testing instead of its perks. As a result, I decided to interview an admissions officer, because I needed to hear from someone that should support the use of high-stakes testing. I needed to be able to understand both

There are many different types of standardized tests used in schools around the country, but “high-stakes” achievement tests in US elementary and secondary schools have produced

High Stake Testing- According to our textbook, high stake testing involves all students including those with disabilities participating in a standardized summative common assessment, which is mandated by the federal government. (Salend, 2016, pg 454) These assessments are used to measure mastery of benchmarks in the curriculum. (Salend, 2016, pg 454) These assessments are used and analyzed in order to make important decisions. The results of high stake testing can be used to make decisions about a student’s education program and promotion. They often are used to measure teaching effectiveness. The use of high stake testing is highly controversial. Many argue these tests are not an accurate depiction of a student’s abilities. Not every student is a good test taker, and other means of assessments could be used to measure student’s skills and abilities. It may also cause pressure on students as well as cause testing anxiety and lack of motivation in some students. (Salend, 2016, pg 455) Other consequences of high stake testing is that is puts too much reliance on a test to measure teacher effectiveness. It also puts a lot of pressure on teachers since they are often evaluated based on the results of students performance on the test. This may lead to teacher’s teaching to the test and may limit their creativity and time spent on other content outside of the test. There are alternative testing assessments and testing accommodations available for students with disabilities.