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 olfactory sensation of tenet method . Additionally with focus being off-key on reservation educators more responsible for students knowledge , as determined by students feat on much(prenominal)(prenominal)(prenominal) tests , increasingly more narrate is pointing to the counterproductive effects of those tests . Though some educators passive arrest that high stakes tests could improve on the graphic symbol of fostering , there have been too much cast out reports on their disadvantages for such a position to be sweet . office is similarly aimed to ensure this end but I too believe that both can prove harmful to the quality of genti lityHigh Stakes tests atomic number 18 usually 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 means 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 base on the results of such testsHigh stakes standardized tests often blow instructional decisions negatively . Poor work of students on such tests is usually fictional 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 message ignoring the general educational objectives prescribed b y the curriculumWorthen (1993 ) makes the po! int that the pressures consequent high-stakes-tests result more often in other , little beneficial practices and outcomes . Teachers limit how much material they expose students to by just breeding what they feel would be tested . Worthen calls this teaching to the test Quality is thereby sacrificed .

Worthen Spandel (1991 ) further add that the surfeit of such tests are often mismatched with the content read 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 actual ly cover by the teacher in the classroomAdditionally Worthen (1993 ) highlights one serious matter of basing all important(p) decisions on test scores . When schools were being held accountable in the 1970s and thereby required to demonstrate act via test scores , it was noted that , when issued the minimum acceptable standards of operation , schools take these as the maximum competencies they were aiming for . Schools basically aimed to satisfy merely the make out out standards and hardly attempted to posit performance beyond those minimal requirements . Obviously the quality of education is compromised in such a case and students are robbed of the luck 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: BestEssayCheap.com

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