High Stakes Testing Essay

Tests are a real definitive tool for measuring achievement on that pointfore, they should be part of a system which submits equitable culture access to all students. The No Child left(p) Behind Act of 2002 (NCLB) which requires states to develop chronicleability systems and provide assessment of the students performance in order to scram federal funding accordingly has led to the requisite of implementing large-scale interrogatory. The goal of using these images of tests flush toilet be considered praiseworthy if the tests are designed in such a way that all students are time-tested on a curriculum they oblige had a decent opportunity to use up (especially racial and ethnic minority students or students with a disability or limited English proficiency) the tests are scored properly, taking into account that the test scores of those students with limited English skills should be interpreted in accordance with those limitations the tests are spend appropriately. For example, a test that has been validated but for analyze strengths and weaknesses of individual students should not be used to pace the rearingal quality of a tutor.The public schools of northeasterly Carolina, for example, carry a very high- positions accountability class known as The New ABCs of ordinary Education. which has had a major impact on curriculum, instruction, assessment, and school personnel throughout the state. The program requires End-of-Grade Tests (3-8 and 10), End-of-Course Tests (on Algebra I, Algebra II, Biology, Chemistry, Civics & Economics, English I, Geometry, corporeal Science, Physics, U. S. History, NCCLAS ), Tests of Computer Skills, Competency Tests, Writing Assessments Grades 4, 7, and 10, IDEA English Language Proficiency Tests.Each North Carolina school, as well as every school in any other state has to give itself an stratumly report card, with assessment results broken down by poverty, race, ethnicity, High Stakes Testing 2 disability, and English- style proficiency. In this way, the race for more and better information nigh school performance sets off. More attention should be paid to the quality of data educational administration receive as it is a fact that there are schools which are painting a characterisation prettier than reality, thus misleading authorities, taxpayers and what is even worse, keeping students pin down in low quality institutions.Under NCLB, if schools spoil to make adequate yearly progress on state tests for three consecutive historic period, students can use federal funds to transfer to higher-performing public or private schools, or to obtain supplemental education services from providers of their choice but this could not be possible if the low-quality institutions they attend remain invisible on a lower floor misleading reports of pretended excellence.In many an(prenominal) districts, height test scores are the most consequential indicators of school improvement so teachers tonus the air pressure to ensure that test scores go up. discriminating that schools that fail for four to five consecutive years whitethorn face state takeovers, have their staffs replaced, or be bid out to private commission some teachers narrow the curriculum and teach only what is covered on the test. There are many issues that should be taken into account when it comes to evaluating high stake assessment.One of them is the reliability of high stake tests which is unimpeachably at risk when large subject domains (mathematics, language arts) are measured with relatively few questions and a narrow focus on skills and knowledge. Major decisions handle getting a diploma or beingness promoted to the next grade require a quietus of information including in-class performance, interviews, observation, projects, and class work.Perhaps the most essential critical claim is that standardized tests do not measure critical thinking, problem solving, creativity, and other corresponden t heavy aspects of intelligence. Students who are perfectly intelligent can perform poorly in high-stakes testing, and this can have serious consequences for the student as well as his or her school. High Stakes Testing 3 In my opinion, the first of the three most important issues in high stakes testing is the type of test used.Large-scale high-stakes testing programs are earlier focused on serving the goals of norming and selection sooner than student mastery of content and problem-solving (Pellegrino, Chudowsky, & Glaser, 2001). These two types of testing are almost impossible to reconcile. A sec issue of great importance is assessment of cultivation versus assessment for reading (Stiggins, 2002) There is a eminence between high-stakes testing (assessment of learning) and the formative assessment techniques that teachers may use throughout the year to foster learning (assessment for learning).In the end of the former, the goal of the test is to measure what students know or can do. In the case of the latter, the goal of the test is to provide information that result improve student learning. The third most important issue is, in my opinion, the test / curriculum adjustment. distinguish assessments measure the objectives set out at the classroom level and at the same time confer curriculum (or content) that has been selected to reach the specified objectives.To sum up, any decision about a students continued education, such as retention, tracking, or graduation, should not be found only on the results of a single test, but should include other germane(predicate) and valid information. The classroom is the realm of the teacher. express tests do not tell teachers how to teach, they suggest what should be taught, so there is no reason why students cannot learn how to think critically, solve problems or develop their creativity.State tests are taken at the end of the year or course, so teachers have the opportunity to call their students needs and w ork on their improvement so that by the time they sit for the tests they can feel confident and succeed as expected. It is only fair to use test results in high-stakes decisions when students have had a real opportunity to master the materials upon which the test is based and this cannot be achieved without an active and professional teacher.