Stakes testing

High Stakes Testing in the United States Ghadeer Alsobahi Indiana State University High Stakes Testing in the United States High stakes testing is a type of test that has significant consequences. For example, if a student passes this test, she/he will be able to practice a certain profession, go to college, or be qualified for a higher degree. However, if the student fails to pass this test, she/he will have to retake the course until they pass the test. Usually, it is used to take important

allow high stakes assessments, for example the FCAT, to play a large factor in determining if a student has met mastery of grade level standards? Numerous students do not test well due to nerves or other disabilities; some students even become ill which equates to inaccurate test results. Additionally, testing is such an enormous process that students are losing out on valuable classroom instruction. Finally, with students pending graduation or promotion to the next grade these high stakes tests are

and teachers compared with students carry this heavy emotion on these standardized tests known as "high stakes testing". However, this standardized test creates a standard to hold schools accountable for improving the student’s success, parity of curriculum, and prepares students to be prominent in their subsequent level of education. To conduct a better understanding of high stakes testing, put aside the nerve wracking emotions and think about all the moving pieces that create an achievable form

Summary This article discusses the various effects that high-stakes testing has on different schools throughout the country. This article focuses mainly on the negative aspects regarding high-stakes testing; however, the article also has a few positive aspects regarding high-stakes testing as well. A few examples of effects that occurs with high-stakes testing are things such as the following: cheating (in many different forms), misinterpretation and misrepresentation, pressure amongst students

pressure of high-stakes testing as a student, a teacher, an administrator or even as a parent? The goals of federal and state governments of high stakes testing are to improve schools. The government believes if there are negative consequences tied to standardized test performance then teachers and students will work harder which will increase test scores. The use of standardized testing dates back several decades but with the passing of No Child Left Behind (NCLB) in 2002, high stakes testing is mandated

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

and enhance special education effectiveness, the high stakes testing system has several negative consequences to students, as shown at Pazey et. al. study “The More Things Change, the More They Stay the Same: Comparing Special Education Students’ Experiences of Accountability Reform Across Two Decades”. This qualitative case study interviewed 12 especial education students, half in 1995 and the other half 2012, after the introduction of the testing system and, later on, following two decades of implementation

High-stakes testing has been so controversial that students, parents, and even teachers have protested the tests. One such student who boycotted his school's tests was Andrew King, a 15-year-old student from Cambridge, Massachusetts, who says, "I don't think kids should have their whole future based on the results of one test." (Nagourney, 2) This request seems reasonable, considering the consequences of scoring poorly in today's system. Although with exams now being a graduation requirement, very

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

Facing High-Stakes Tests For years now educators have been looking for ways to teacher their student successfully while also having them ready for high stakes testing. While many teachers believe that it is impossible to accomplish both things at the same time research has proven the exact opposite. In this paper I will discuss a strategy that will perhaps change the mind of some teachers (Reich & Bally, 2010). It is believed by two urban school teachers, who taught students who had to pass high-stakes