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Journal articles on the topic 'High stakes testing'

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Published: 4 June 2021
Last updated: 10 March 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Sutton, Rosemary E. "Teaching under High-Stakes Testing." Journal of Teacher Education 55, no. 5 (November 2004): 463–75. http://dx.doi.org/10.1177/0022487104270186.

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12

Marker, Perry. "Standards and High Stakes Testing." Theory & Research in Social Education 29, no. 2 (March 2001): 357–62. http://dx.doi.org/10.1080/00933104.2001.10505944.

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13

Kane, Michael. "Validating High-Stakes Testing Programs." Educational Measurement: Issues and Practice 21, no. 1 (October 25, 2005): 31–41. http://dx.doi.org/10.1111/j.1745-3992.2002.tb00083.x.

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14

Minarechová, Michaela. "Negative impacts of high-stakes testing." Journal of Pedagogy / Pedagogický casopis 3, no. 1 (January 1, 2012): 82–100. http://dx.doi.org/10.2478/v10159-012-0004-x.

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Negative impacts of high-stakes testingHigh-stakes testing is not a new phenomenon in education. It has become part of the education system in many countries. These tests affect the school systems, teachers, students, politicians and parents, whether that is in a positive or negative sense. High-stakes testing is associated with concepts such as a school's accountability, funding and parental choice of school. The study aims to explain high-stakes testing, how it is created and developed in selected countries and look at the negative impacts of tests on various actors within this relationship.
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15

Elgin, Catherine Z. "High stakes." Theory and Research in Education 2, no. 3 (November 2004): 271–81. http://dx.doi.org/10.1177/1477878504046522.

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I discuss the contributions of Harvey Siegel, Francis Schrag and Randall Curren to this volume. Their articles cast in bold relief the relation of High Stakes Testing to the goals of education, the nature of mind and the demands of justice. I argue that the connections are deep, but that the considerations these authors raise do not show that High Stakes Tests are in principle unacceptable. Rather, they show that we need to be exceedingly careful about how our assessments are constructed, how the results are interpreted, what we take them to reveal and what we do with the results.
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16

Hunsicker, Jamie, and Tara Chitwood. "High-Stakes Testing in Nursing Education." Nurse Educator 43, no. 4 (2018): 183–86. http://dx.doi.org/10.1097/nne.0000000000000475.

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17

Duckworth, Angela L. "(Over and) beyond high-stakes testing." American Psychologist 64, no. 4 (2009): 279–80. http://dx.doi.org/10.1037/a0014923.

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18

Lederman, Leon M., and Ray A. Burnstein. "Alternative Approaches to High-Stakes Testing." Phi Delta Kappan 87, no. 6 (February 2006): 429–32. http://dx.doi.org/10.1177/003172170608700606.

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19

Mason, Emanuel J. "Measurement Issues in High Stakes Testing." Journal of Applied School Psychology 23, no. 2 (July 24, 2007): 27–46. http://dx.doi.org/10.1300/j370v23n02_03.

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20

Shriberg, David, and Amy Burke Shriberg. "High-Stakes Testing and Dropout Rates." Dissent 53, no. 4 (2006): 76–80. http://dx.doi.org/10.1353/dss.2006.0040.

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21

Levine, Ruth E., Nicole J. Borges, Brenda J. B. Roman, Lisa R. Carchedi, Mark H. Townsend, Jeffrey S. Cluver, Julia Frank, Oma Morey, Paul Haidet, and Britta M. Thompson. "High-Stakes Collaborative Testing: Why Not?" Teaching and Learning in Medicine 30, no. 2 (December 8, 2017): 133–40. http://dx.doi.org/10.1080/10401334.2017.1365719.

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22

Sloane, Finbarr C., and Anthony E. Kelly. "Issues in High-Stakes Testing Programs." Theory Into Practice 42, no. 1 (February 2003): 12–17. http://dx.doi.org/10.1207/s15430421tip4201_3.

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23

Reese, Marianne, Stephen P. Gordon, and Larry R. Price. "Teachers’ Perceptions of High-Stakes Testing." Journal of School Leadership 14, no. 5 (September 2004): 464–96. http://dx.doi.org/10.1177/105268460401400501.

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24

Gordon, Stephen P., and Marianne Reese. "High-Stakes Testing: Worth the Price?" Journal of School Leadership 7, no. 4 (July 1997): 345–68. http://dx.doi.org/10.1177/105268469700700402.

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The Texas Assessment of Academic Skills (TAAS) is a classic case of the high-stakes test, accompanied by rewards for high performing schools and sanctions for lower performing schools. In this study, over 100 teachers from Texas school districts completed open-ended surveys on how they prepare students for TAAS and the effects of the test on students, teachers, and schools. Twenty of the survey respondents engaged in interviews to gather in-depth data on their perceptions of TAAS. Results provide preliminary indications that, for many schools, high-stakes testing has become the object rather than the measure of teaching and learning, with negative side effects on curriculum, teacher decision making, instruction, student learning, school climate, and teacher and student self-concept and motivation.
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25

Grant, Carl A. "Oppression, Privilege, and High-Stakes Testing." Multicultural Perspectives 6, no. 1 (January 2004): 3–11. http://dx.doi.org/10.1207/s15327892mcp0601_2.

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26

Demoss, Karen. "Leadership Styles and High-Stakes Testing." Education and Urban Society 35, no. 1 (November 2002): 111–32. http://dx.doi.org/10.1177/001312402237217.

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27

Breiner, Jonathan. "Is High-Stakes Testing the Answer?" School Science and Mathematics 115, no. 3 (March 2015): 103–4. http://dx.doi.org/10.1111/ssm.12112.

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28

Schrag, Francis K. "High stakes testing and distributive justice." Theory and Research in Education 2, no. 3 (November 2004): 255–62. http://dx.doi.org/10.1177/1477878504046519.

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Evaluation of high stakes testing regimes must consider not simply mean test scores, but their distribution among students. Taking high school graduation tests and black and white student populations to illustrate the argument, I identify two criteria of success: a larger proportion of black high school graduates and a narrower gap between the two groups. I evaluate various possible distributions against these criteria. I then consider the question of which students merit our focused attention, those students who are furthest behind or those with the greatest likelihood of passing the test given extra help. A medical triage analogy suggests we should help the former, but I show here that the analogy is misplaced.
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29

Rich, William. "Historical High-Stakes Policies Relating to Unintended Consequences of High-Stakes Testing." Educational Measurement: Issues and Practice 22, no. 1 (October 25, 2005): 33–35. http://dx.doi.org/10.1111/j.1745-3992.2003.tb00114.x.

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30

Sutton, Rosemary E. "Equity and High Stakes Testing: Implications for Computerized Testing." Equity & Excellence in Education 30, no. 1 (April 1997): 5–15. http://dx.doi.org/10.1080/1066568970300102.

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31

Burgoyne, Alexander P., Cody A. Mashburn, and Randall W. Engle. "Reducing adverse impact in high-stakes testing." Intelligence 87 (July 2021): 101561. http://dx.doi.org/10.1016/j.intell.2021.101561.

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32

Dianis, Judith Browne, John H. Jackson, and Pedro Noguera. "High-stakes testing hasn’t brought education gains." Phi Delta Kappan 97, no. 1 (August 23, 2015): 35–37. http://dx.doi.org/10.1177/0031721715602235.

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33

Katsiyannis, Antonis, Dalun Zhang, Joseph B. Ryan, and Julie Jones. "High-Stakes Testing and Students With Disabilities." Journal of Disability Policy Studies 18, no. 3 (December 2007): 160–67. http://dx.doi.org/10.1177/10442073070180030401.

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34

Katsiyannis, Antonis, Dalun Zhang, Joseph B. Ryan, and Julie Jones. "High-Stakes Testing and Students With Disabilities." Journal of Disability Policy Studies 18, no. 3 (December 2007): 160–67. http://dx.doi.org/10.1177/10442073070180030701.

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35

Jones, Brett D. "The Unintended Outcomes of High-Stakes Testing." Journal of Applied School Psychology 23, no. 2 (July 24, 2007): 65–86. http://dx.doi.org/10.1300/j370v23n02_05.

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36

Inbar-Lourie, Ofra. "Teacher Involvement in High-Stakes Language Testing." ELT Journal 73, no. 2 (April 2019): 226–28. http://dx.doi.org/10.1093/elt/ccy063.

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37

Hall, Graham. "Teacher Involvement in High-Stakes Language Testing." ELT Journal 73, no. 2 (April 2019): 229–31. http://dx.doi.org/10.1093/elt/ccz002.

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38

Ruecker, Todd. "High-Stakes Testing and Latina/o Students." Journal of Hispanic Higher Education 12, no. 4 (July 4, 2013): 303–20. http://dx.doi.org/10.1177/1538192713493011.

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39

Brimijoin, Kay. "Differentiation and High-Stakes Testing: An Oxymoron?" Theory Into Practice 44, no. 3 (July 2005): 254–61. http://dx.doi.org/10.1207/s15430421tip4403_10.

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40

Ohanian, Susan. "Agora: The Impact of High-Stakes Testing." Journal of Teacher Education 51, no. 4 (September 2000): 289–92. http://dx.doi.org/10.1177/0022487100051004004.

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41

Thurlow, Martha L., and David R. Johnson. "High-Stakes Testing of Students with Disabilities." Journal of Teacher Education 51, no. 4 (September 2000): 305–14. http://dx.doi.org/10.1177/0022487100051004006.

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42

Smith, Mary Lee, and Patricia Fey. "Validity and Accountability in High-Stakes Testing." Journal of Teacher Education 51, no. 5 (November 2000): 334–44. http://dx.doi.org/10.1177/0022487100051005002.

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43

Stobart, Gordon, and Theo Eggen. "High-stakes testing – value, fairness and consequences." Assessment in Education: Principles, Policy & Practice 19, no. 1 (February 2012): 1–6. http://dx.doi.org/10.1080/0969594x.2012.639191.

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44

Meijer, Rob R. "Outlier Detection in High-Stakes Certification Testing." Journal of Educational Measurement 39, no. 3 (September 2002): 219–33. http://dx.doi.org/10.1111/j.1745-3984.2002.tb01175.x.

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45

Cizek, Gregory J. "More Unintended Consequences of High-Stakes Testing." Educational Measurement: Issues and Practice 20, no. 4 (October 25, 2005): 19–27. http://dx.doi.org/10.1111/j.1745-3992.2001.tb00072.x.

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46

Reich, Gabriel A., and David Bally. "Get Smart: Facing High-Stakes Testing Together." Social Studies 101, no. 4 (June 29, 2010): 179–84. http://dx.doi.org/10.1080/00377990903493838.

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47

Haladyna, Thomas M., and Steven M. Downing. "Construct-Irrelevant Variance in High-Stakes Testing." Educational Measurement: Issues and Practice 23, no. 1 (October 25, 2005): 17–27. http://dx.doi.org/10.1111/j.1745-3992.2004.tb00149.x.

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48

Braun, Henry. "RECONSIDERING THE IMPACT OF HIGH-STAKES TESTING." ETS Research Report Series 2003, no. 2 (December 2003): i—46. http://dx.doi.org/10.1002/j.2333-8504.2003.tb01921.x.

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49

Nichols, Sharon L., and Shon Brewington. "Preservice teachers’ beliefs about high-stakes testing and their working environments." education policy analysis archives 28 (March 2, 2020): 30. http://dx.doi.org/10.14507/epaa.28.4877.

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In this exploratory mixed methods survey study, we assess preservice teachers’ (n=379) experiences with and beliefs about their high-stakes testing experiences and analyze how they relate to their beliefs about the role and efficacy of high-stakes testing in education and their future profession. Using Likert, vignette, and open-ended response opportunities, we gauged preservice teachers’ beliefs about accountability and the role of high-stakes testing in three ways: (a) what are their personal experiences with high-stakes testing, (b) what are their their beliefs about accountability and high-stakes testing in general, and (b) what role does accountability (and testing pressures) play in their future workplace preferences? Results indicate that preservice teachers’ experiences with and beliefs about high-stakes testing accountability vary based on gender, ethnicity, and previous experiences with high-stakes tests. Importantly, although in aggregate our participants reported they generally disliked the high-stakes tests they personally had to take in high school, subgroup analyses reveal that for those who took them during the NCLB era, they also saw high-stakes tests as good thing for education overall. Preservice teachers who were younger and “grew up” under NCLB and the height of high-stakes testing believed high-stakes tests to be a waste of time for them personally, but a useful way to evaluate teachers as an educational policy. Vignette and qualitative analyses of workplace preferences and rationales underscore some of the assumptions our preservice teachers hold about high-stakes testing as a policy mechanism to help explain this finding. We conclude with implications for policy and future research.
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50

Taylor, Laura A. "Rights, duties and spaces of agency amidst high-stakes testing." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 204–17. http://dx.doi.org/10.1108/etpc-11-2018-0098.

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Purpose By recognizing high-stakes testing as a key constraint to teacher agency, this paper aims to provide a close analysis of one teacher’s testing narrative to illustrate how emerging positioning is relative to high-stakes testing shapes perception of pedagogical agency. Design/methodology/approach Data were generated through a series of semi-structured interviews with an early career fourth-grade teacher, Ms Moore, in a school facing pressure to raise test scores. Using theoretical lenses of narrative positioning and a linguistic anthropological centering of constraint and emergence, 67 narratives of accountability were analyzed, with particular focus on how Ms Moore positioned herself relative to other actors involved in high-stakes testing and the consequent rights and duties these positions afforded. Findings In narrating the constraints of high-stakes testing, Ms Moore positioned herself relative to three groups involved in high-stakes testing: “purposefully tricky” test creators, “disjointed” administrators and “worried” students. The rights and duties associated with three positions varied with respect to two dimensions – proximity and hierarchy – in turn providing her distinct resources for responding to the pedagogical constraints of high-stakes testing. Practical implications Teachers might use positioning analysis as a tool to locate possibilities for agency amidst high-stakes testing, both by exploring the resources afforded by their positioning and by considering how alternative positions might afford different resources. Originality/value These findings suggest that high-stakes testing serves as a dynamic and perhaps malleable constraint to teacher agency. Teacher positioning, particularly relative to hierarchy and proximity, provides possible resource for responding to such constraints.
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