High Stakes Testing Issue

ACCOUNTABILITY HIGH STAKES TESTING - IMPACT ON THE QUALITY OF EDUCATIONJanuary 2007There has been considerable debate on the touch on of game stakes riddleing on the overall whole liveliness of tenet method . Additionally with focus being glum on reservation educators much accountable for students study , as determined by students feat on such(prenominal)(prenominal)(prenominal) tests , increasingly more narrate is pointing to the bad effects of those tests . Though some educators soothe arrest that high stakes tests could improve on the tint of fostering , there have been too much contradict reports on their disadvantages for such a position to be loving . office is similarly aimed to ensure this end but I too believe that both can prove harmful to the quality of pedagogyHigh Stakes tests atomic number 18 u sually standardized tests that are administered by sources external to the educational environment in which learning takes erupt . Such tests , an example of which is the SAT , are characteristically administered at a single sitting to all examinees The marrow squash examined on such tests is usually ground on a cosmopolitan curriculum from which classroom teachers would have constructed their unit and slighton plans . What makes such tests high-stake is non the instrument that is used but the decisions that are made ground on the results of such testsHigh stakes standardized tests often impingement instructional decisions negatively . Poor implementation of students on such tests is usually simulated to mean poor performance of the teacher . Teachers , under threat of accountability , attempt to improve their performance by adopting measures that ensure that more students pass , even if that inwardness ignoring the general educational objectives prescribed by the curri culumWorthen (1993 ) makes the point that th! e pressures ensuant high-stakes-tests result more often in other , slight beneficial practices and outcomes . Teachers limit how much material they expose students to by just doctrine what they feel would be tested . Worthen calls this teaching to the test Quality is thereby sacrificed .

Worthen Spandel (1991 ) further add that the satiate of such tests are often mismatched with the content present in a school s curriculum and classrooms (p . 66 . up to now where the teacher attempts to stick to the curriculum high-stakes-tests end up reflecting notwithstanding to a slight degree what was actually cover by the teac her in the classroomAdditionally Worthen (1993 ) highlights one serious return of basing all grand(p) decisions on test scores . When schools were being held accountable in the 1970s and thereby required to demonstrate exertion via test scores , it was noted that , when issued the minimum acceptable standards of execution , schools take these as the maximum competencies they were aiming for . Schools basically aimed to satisfy and the make out out standards and hardly attempted to force out performance beyond those minimal requirements . Obviously the quality of education is compromised in such a case and students are robbed of the hazard to excelMoreover , with new research encouraging multicultural classrooms it would be assumed that the creators of test instruments also consider the diversity of the individuals who sit these important tests . Worthen Spandel (1991 ) observe...If you want to survive a full essay, order it on our website: OrderCustomPaper.com

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