High Stakes Testing
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High-stakes Testing
Murray addresses the high stakes game of achievement testing in public American education, especially the pressures brought to bear by the No Child Left Behind Act, wherein test-focused schools fail to teach and fail to assess important learning experiences, inconsistency in testing standards, increased student dropout rates, political peril for a school or a district, and how test success varies by students' socioeconomic status. He says that testing and authentic assessment are achievable, but he suggests different methods than punitive punishments if all learners fail to learn at the same rate or in the same environment.
The Paradoxes of High Stakes Testing
Author: George F. Madaus
language: en
Publisher: Information Age Pub Incorporated
Release Date: 2009
The present context of testing and the reauthorization of No Child Left Behind make the proposed book timely and important. Current testing programs provide valuable information to teachers, parents, and policy-makers about students, schools, and school systems. But paradoxically, these programs have unintended yet predictable negative consequences for many students, teachers, and schools. It is essential that the public and policy-makers understand the scope and impacts that result from the inherent paradoxical nature of high-stakes testing.
High-Stakes Testing in Education
High-stakes educational testing is a global phenomenon which is increasing in both scale and importance. Assessments are high-stakes when there are serious consequences for one or more stakeholders. Historically, tests have largely been used for selection or for providing a ‘licence to practise’, making them high-stakes for the test takers. Testing is now also used for the purposes of improving standards of teaching and learning and of holding schools accountable for their students’ results. These tests then become high-stakes for teachers and schools, especially when they have to meet externally imposed targets. More recent has been the emergence of international comparative testing, which has become high-stakes for governments and policy makers as their education systems are judged in relation to the performances of other countries. In this book we draw on research which examines each of these uses of high-stakes testing. The articles evaluate the impact of such assessments and explore the issues of value and fairness which they raise. To underline the international appeal of high-stakes testing the studies are drawn from Australia, Africa, the Caribbean, Europe, former Soviet republics and North America. Collectively they illustrate the power of high-stakes assessment in shaping, for better or for worse, policy making and schooling. This book was originally published as a special issue of Assessment in Education: Principles, Policy & Practice.