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 timbre of tenet method . Additionally with focus being false on reservation educators more accountable for students learning , as determined by students feat on such(prenominal) tests , increasingly more narrate is pointing to the ill effects of those tests . Though some educators tranquillise arrest that high stakes tests could improve on the graphic symbol of fostering , there have been too much nix reports on their disadvantages for such a position to be harmonical . office is similarly aimed to ensure this end but I too believe that both can prove harmful to the quality of raisingHigh Stakes tests argon usually standardized te sts 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 burden 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 establish on the results of such testsHigh stakes standardized tests often furbish up instructional decisions negatively . Poor work of students on such tests is usually faux 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 marrow ignoring the general educational objectives prescribed by the curriculumWorthen (1993 ) makes the point that the p ressures incident high-stakes-tests result! more often in other , less(prenominal) beneficial practices and outcomes . Teachers limit how much material they expose students to by just teach what they feel would be tested . Worthen calls this teaching to the test Quality is thereby sacrificed .

Worthen Spandel (1991 ) further add that the meat of such tests are often mismatched with the content render 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 teacher in the classroomAdditionally W orthen (1993 ) highlights one serious matter of basing all substantial(p) decisions on test scores . When schools were being held accountable in the 1970s and thereby required to demonstrate doing via test scores , it was noted that , when issued the minimum acceptable standards of performance , schools take these as the maximum competencies they were aiming for . Schools basically aimed to satisfy completely the make out out standards and hardly attempted to give the sack performance beyond those minimal requirements . Obviously the quality of education is compromised in such a case and students are robbed of the prospect 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: OrderCus tomPaper.com

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