Relevant bibliographies by topics / High stakes testing

Academic literature on the topic 'High stakes testing'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "High stakes testing"

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Nichols, Sharon L. "High-Stakes Testing." Journal of Applied School Psychology 23, no. 2 (July 24, 2007): 47–64. http://dx.doi.org/10.1300/j370v23n02_04.

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Noddings, Nel. "High stakes testing." Theory and Research in Education 2, no. 3 (November 2004): 263–69. http://dx.doi.org/10.1177/1477878504046520.

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This response argues that, although evaluation of student learning is required for accountability, high stakes testing is not required and may even be counterproductive. It also questions whether the goals of the ‘No Child Left Behind Act’ are reasonable and contends that, if they are not, there may be no justification for imposing punishments and sanctions on children and schools unable to meet them. Moreover, high stakes testing may be incompatible with many defensible aims - among them, critical thinking.
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Amrein, Audrey L., and David C. Berliner. "High-Stakes Testing & Student Learning." education policy analysis archives 10 (March 28, 2002): 18. http://dx.doi.org/10.14507/epaa.v10n18.2002.

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A brief history of high-stakes testing is followed by an analysis of eighteen states with severe consequences attached to their testing programs. These 18 states were examined to see if their high-stakes testing programs were affecting student learning, the intended outcome of high-stakes testing policies promoted throughout the nation. Scores on the individual tests that states use were not analyzed for evidence of learning. Such scores are easily manipulated through test-preparation programs, narrow curricula focus, exclusion of certain students, and so forth. Student learning was measured by means of additional tests covering some of the same domain as each state's own high-stakes test. The question asked was whether transfer to these domains occurs as a function of a state's high-stakes testing program.
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Rosenshine, Barak. "High-stakes Testing: Another Analysis." education policy analysis archives 11 (August 4, 2003): 24. http://dx.doi.org/10.14507/epaa.v11n24.2003.

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Amrein and Berliner (2002b) compared National Assessment of Educational Progress (NAEP) results in high-stakes states against the national average for NAEP scores. They studied NAEP scores for 8th grade mathematics, 4th grade mathematics, and 4th grade reading. They concluded that states that introduced consequences (high-stakes) to their statewide tests did not show any particular gains in their statewide NAEP scores. However, there was no comparison group in their analysis. In this analysis, a comparison group was formed from states that did not attach consequences to their state-wide tests. This analysis showed that states that attached consequences outperformed the comparison group of states on each of the three NAEP tests for the last four-year period. These results showed that, overall, these was a meaningful carryover from attaching consequences on statewide tests to statewide NAEP scores.
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Hafferty, Frederic W., Bridget C. O’Brien, and Jon C. Tilburt. "Beyond High-Stakes Testing." Academic Medicine 95, no. 6 (June 2020): 833–37. http://dx.doi.org/10.1097/acm.0000000000003193.

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Carson-Meyers, Tricia, Edye Morris Bryant, Fredrick Thomas, and Kenneth H. Brinson. "High Stakes: Testing Irregularity." Journal of Cases in Educational Leadership 8, no. 1 (March 2005): 29–34. http://dx.doi.org/10.1177/155545890500800104.

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Barksdale-Ladd, Mary Alice, and Karen F. Thomas. "What’s at Stake in High-Stakes Testing." Journal of Teacher Education 51, no. 5 (November 2000): 384–97. http://dx.doi.org/10.1177/0022487100051005006.

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Braun, Henry. "Reconsidering the Impact of High-stakes Testing." education policy analysis archives 12 (January 5, 2004): 1. http://dx.doi.org/10.14507/epaa.v12n1.2004.

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Over the last fifteen years, many states have implemented high-stakes tests as part of an effort to strengthen accountability for schools, teachers, and students. Predictably, there has been vigorous disagreement regarding the contributions of such policies to increasing test scores and, more importantly, to improving student learning. A recent study by Amrein and Berliner (2002a) has received a great deal of media attention. Employing various databases covering the period 1990-2000, the authors conclude that there is no evidence that states that implemented high-stakes tests demonstrated improved student achievement on various external measures such as performance on the SAT, ACT, AP, or NAEP. In a subsequent study in which they conducted a more extensive analysis of state policies (Amrein & Berliner, 2002b), they reach a similar conclusion. However, both their methodology and their findings have been challenged by a number of authors. In this article, we undertake an extended reanalysis of one component of Amrein and Berliner (2002a). We focus on the performance of states, over the period 1992 to 2000, on the NAEP mathematics assessments for grades 4 and 8. In particular, we compare the performance of the high-stakes testing states, as designated by Amrein and Berliner, with the performance of the remaining states (conditioning, of course, on a state’s participation in the relevant NAEP assessments). For each grade, when we examine the relative gains of states over the period, we find that the comparisons strongly favor the high-stakes testing states. Moreover, the results cannot be accounted for by differences between the two groups of states with respect to changes in percent of students excluded from NAEP over the same period. On the other hand, when we follow a particular cohort (grade 4, 1992 to grade 8, 1996 or grade 4, 1996 to grade 8, 2000), we find the comparisons slightly favor the low-stakes testing states, although the discrepancy can be partially accounted for by changes in the sets of states contributing to each comparison. In addition, we conduct a number of ancillary analyses to establish the robustness of our results, while acknowledging the tentative nature of any conclusions drawn from highly aggregated, observational data.
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Madaus, George, and Michael Russell. "Paradoxes of High-Stakes Testing." Journal of Education 190, no. 1-2 (January 2010): 21–30. http://dx.doi.org/10.1177/0022057410190001-205.

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Gulek, Cengiz. "Preparing for High-Stakes Testing." Theory Into Practice 42, no. 1 (February 2003): 42–50. http://dx.doi.org/10.1207/s15430421tip4201_6.

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Dissertations / Theses on the topic "High stakes testing"

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Caldwell, Nicole S. "Educational implications of high stakes testing." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:84.

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Dodd, Ann. "High stakes testing effects dropout rates." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=813.

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Stanley, Laurel Alva. "Florida High Stakes Testing and Graduation Success." UNF Digital Commons, 2007. http://digitalcommons.unf.edu/etd/319.

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Florida has the longest history of high stakes testing of any state in the United States, spanning a period of 28 years, seven different testing policy periods, and five tests. In this study, analysis of statistics from the 28 years suggested that declines in graduation rates corresponded to increasingly difficult high stakes testing policy periods, new tests, and periods that did not include high stakes accountability for graduation rates. Overall, graduation rates declined through an erratic 28 years for a net loss of 4.51 %. The achievement gap in graduation rates between white and black students worsened 200% from 1992 to 2003. Analysis of a random sample of 3,000 Florida 9th grade students in 1999 indicated that 42.6% of students graduated within four years with a standard diploma. School achievement variables, including grade point average, retention history, high stakes test scores, and attendance, were found to be the best predictors of individual student graduation. Implications were that to benefit the individual student for graduation, teachers and other educators must work to ensure academic success. Educators should conduct further studies to better understand the relationship between graduation success and high stakes testing polices.
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Cummings, Karen Gail. "High stakes testing effects on graduation rates." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=936.

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Teed, Kristi Marie. "High-stakes testing of students with disabilities." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001teedk.pdf.

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Teed, Kristi Marie. "High-stakes testing of students with disabilities." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003teedk.pdf.

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Winfield, Lisa M. "High stakes testing policy issues in education: An analysis of litigation involving high stakes testing and the denial of diplomas." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154192.

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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.
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Domond, Natasha Marie. "Educators' Perceptions of High-Stakes Testing in Low and High Poverty Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1688.

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Since the development and implementation of the No Child Left Behind Act (NCLB) of 2002, educators have received pressure from local, state, and federal policyholders for students to achieve academically and for schools to make adequate yearly progress to avoid state and federal sanctions. The purpose of this study was to examine educators' perceptions of the effects of high-stakes testing and the accountability policies in high poverty and low poverty schools. The theoretical frameworks were conservation of resources theory, jobs demands-resources model, and job autonomy and control theory. Research questions focused on understanding educators' perception of high-stakes testing regarding curricula, instructional practices, available instructional support, and job satisfaction. A cross-sectional, quasi-experimental design was used to obtain both quantitative and qualitative with a sample of 200 teachers and 6 principals, respectively. To investigate the differences in responses between teachers, a two-way factorial analysis of variance was used. Quantitative findings indicated that teachers in lower poverty schools had a lower perception when it came to the curricula, instructional method, and instructional support. Teachers in lower poverty schools expressed higher job satisfaction. Qualitative findings showed that principals felt that the Georgia Professional Standards teaches how to pass the test and does not give students the opportunity to apply what is learned. These findings illuminate the role of poverty in high-stakes testing and accountability policies; they also assist policymakers and stakeholders in identifying supports needed to ensure that all children succeed.
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Dawson, Heather S. "Teachers’ Motivation and Beliefs in a High-Stakes Testing Context." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669.

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Books on the topic "High stakes testing"

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Coniam, David, and Peter Falvey, eds. High-Stakes Testing. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6358-9.

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J, Rabinowitz Stanley, and Educational Resources Information Center (U.S.), eds. The high stakes of HIGH-STAKES testing: Policy brief. [San Francisco, Calif.]: WestEd, 2000.

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High stakes: Reading. Lawrenceville, NJ: Thomson/Peterson's, 2003.

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Educational Research Service (Arlington, Va.), ed. ERS focus on high-stakes testing. Arlington, Va: Educational Research Service, 2002.

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Mid-continent Research for Education and Learning (Organization) and Educational Resources Information Center (U.S.), eds. High-stakes testing: Trends and issues. [Aurora, CO]: Mid-continent Research for Education and Learning, 2000.

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Martin, Carnoy, Elmore Richard F, and Siskin Leslie Santee, eds. The new accountability: High schools and high-stakes testing. New York: RoutledgeFalmer, 2003.

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Xerri, Daniel, and Patricia Vella Briffa, eds. Teacher Involvement in High-Stakes Language Testing. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9.

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Protheroe, Nancy. Meeting the challenges of high-stakes testing. Arlington, Va: National Association of Elementary School Principals, 2001.

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1969-, Jones Brett D., and Hargrove Tracy Y. 1965-, eds. The unintended consequences of high-stakes testing. Lanham, Md: Rowman & Littlefield Pubishers, 2003.

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Meijer, Rob R. Outlier detection in high-stakes college entrance testing. Newtown, PA: Law School Admission Council, 2005.

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Book chapters on the topic "High stakes testing"

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Cheng, May M. H. "High Stakes Testing." In Encyclopedia of Science Education, 1. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_61-4.

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Ross, Amanda. "High-Stakes Testing." In Pedagogy and Content in Middle and High School Mathematics, 185–86. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_40.

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Cheng, May M. H. "High Stakes Testing." In Encyclopedia of Science Education, 456. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_61.

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Bates-Brantley, Kayla, and Zachary C. LaBrot. "High Stakes Testing." In Encyclopedia of Personality and Individual Differences, 1944–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_673.

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Bates-Brantley, Kayla, and Zachary C. LaBrot. "High Stakes Testing." In Encyclopedia of Personality and Individual Differences, 1–3. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-28099-8_673-1.

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Bovaird, James A., and Anja Römhild. "High Stakes Testing." In Encyclopedia of Cross-Cultural School Psychology, 504–7. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_194.

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Coniam, David, and Peter Falvey. "Introduction and Background to High-Stakes Assessment." In High-Stakes Testing, 3–9. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6358-9_1.

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Mak, Barley, and Yangyu Xiao. "The CUHK LPATE Training Courses: Reading and Listening." In High-Stakes Testing, 179–205. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6358-9_10.

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Mak, Barley, and Yangyu Xiao. "The CUHK LPATE Training Courses: Writing, Speaking and Classroom Language." In High-Stakes Testing, 207–35. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6358-9_11.

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Urmston, Alan. "The Operation of the LPATE (2001–2005)." In High-Stakes Testing, 239–55. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6358-9_12.

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Conference papers on the topic "High stakes testing"

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Al-Bataineh, Adel, and Jessica Gunn. "TEACHERS’ PERCEPTIONS OF HIGH-STAKES TESTING." In 21st International Academic Conference, Miami. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.021.002.

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Counsell, Shelly. "What Do Third Graders Think About High-Stakes Testing and Mandatory Retention?" In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435030.

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Abraham, Stephanie. "I Refuse: A Critical Discourse Analysis of Viral Refusal Letters to High-Stakes Testing." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433796.

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Anyidoho, Abena, Rebecca Berenbon, and Bridget McHugh. "Examining the Relationship between Pretesting and Students Posttest Scores in High Stakes Educational Testing." In World Congress on Education. Infonomics Society, 2022. http://dx.doi.org/10.20533/wce.2022.0006.

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Tefera, Adai. "Troubling Grit and High-Stakes Testing: Counterstories of Black and Latinx Students With Dis/abilities." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429590.

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Paquin Morel, Richard. "Racial Group Threat and Resistance to High-Stakes Testing: Evidence From the Opt-Out Movement." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430311.

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Lindquist, Kristina. "Beyond Right or Wrong: Thinking Disposition, Item Difficulty, and Student Behavior During High-Stakes Testing." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569457.

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Yildirim Tasti, Ozlem. "Teaching Under the Shadow of Neoliberal Policies and High-Stakes Testing: A Case From Turkey." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690385.

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Larson, Tiffany. "Limiting the Effects of Decision Making: The Effects of High-Stakes Testing on Decision Making." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692930.

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Pelleriti, Margherita. "Dyslexic students: from language learning to language testing." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairness and validity represented by accommodations. Moreover, the special requirements allowed by international examination boards during their high-stakes tests will be analysed. Finally, this paper will illustrate what the Italian Law takes into account for dyslexic students and how it is applied at the University of Modena and Reggio Emilia, Italy.Keywords: dyslexia; SpLDs; language testing; learning differences; accommodations; testing validity.
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Reports on the topic "High stakes testing"

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Heissel, Jennifer, Emma Adam, Jennifer Doleac, David Figlio, and Jonathan Meer. Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing. Cambridge, MA: National Bureau of Economic Research, November 2018. http://dx.doi.org/10.3386/w25305.

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Jacob, Brian. Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools. Cambridge, MA: National Bureau of Economic Research, May 2002. http://dx.doi.org/10.3386/w8968.

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Wang, Jy-An John, Hong Wang, and Hao Jiang. FY14 Status Report: CIRFT Testing Results on High Burnup UNF. Office of Scientific and Technical Information (OSTI), September 2014. http://dx.doi.org/10.2172/1154854.

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Blythe, G. High SO{sub 2} removal efficiency testing. Quarterly status report, July--September 1994. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/95301.

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Blythe, G. High SO{sub 2} removal efficiency testing. Quarterly status report, April-June 1995. Office of Scientific and Technical Information (OSTI), July 1995. http://dx.doi.org/10.2172/155340.

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Blythe, G. High SO{sub 2} removal efficiency testing. Quarterly status report, October 1994--December 1994. Office of Scientific and Technical Information (OSTI), February 1995. http://dx.doi.org/10.2172/100179.

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Hargus, W., Jankovsky Jr., Mason R., Snyder L., Malone J., and S. Status of US Testing of the High Performance Hall System SPT-140 Hall Thruster. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada410594.

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McCauley, Ann P. Equitable access to HIV counseling and testing for youth in developing countries: A review of current practice. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1008.

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While many people get HIV-related counseling and testing, only those who receive pre- and post-test counseling, and test voluntarily, are participating in voluntary counseling and testing (VCT). The high rates of HIV infection among youth make it crucial to find programs to prevent infection. Because there is evidence that many adults benefit from VCT, there is increasing interest in extending these services to young people. VCT counseling helps adolescents evaluate their own behavior and its consequences. A negative test result offers the opportunity to recognize vulnerabilities and develop risk-reduction plans to adopt safe behaviors. Young people who test HIV-positive can receive referrals for care and have opportunities to discuss and understand what their HIV status means and what responsibilities they have to themselves and others as a result. Young women who are pregnant and test HIV-positive should be offered special care to safeguard their own health and minimize the risk of passing the virus to the baby. This report assesses the available evidence about the current status of VCT and youth in developing countries.
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Clark, Scarlett R., and Keith J. Leonard. Report on Status of Shipment of High Fluence Austenitic Steel Samples for Characterization and Stress Corrosion Crack Testing. Office of Scientific and Technical Information (OSTI), September 2016. http://dx.doi.org/10.2172/1326525.

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Weiss, W. Jason, Chunyu Qiao, Burkan Isgor, and Jan Olek. Implementing Rapid Durability Measure for Concrete Using Resistivity and Formation Factor. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317120.

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The durability of in-place concrete is a high priority issue for concrete pavements and bridges. Several studies have been conducted by INDOT to use electrical resistivity as a measure of fluid transport properties. Resistivity is dependent on the chemistry of the cement and supplementary cementitious system used, as such it has been recommended that rather than specifying resistivity it may be more general to specify the formation factor. Samples were tested to establish the current levels of performance for concrete pavements in the state of Indiana. Temperature and moisture corrections are presented and acceptable accelerated aging procedure is presented. A standardized testing procedure was developed (AASHTO TP 119–Option A) resulting in part from this study that provides specific sample conditioning approaches to address pore solution composition, moisture conditioning, and testing procedures. An accelerated aging procedure is discussed to obtain later age properties (91 days) after only 28 days.
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