Thesis on "High Stakes Testing"
Thesis 4 pages (1383 words) Sources: 5 Style: APA
[EXCERPT] . . . .
High-Stakes TestingWill this be on the test?' -- The failure of high-stakes testing
According to Gregory J. Marchant of the Ohio Journal of Science, high-stakes testing has become a kind of educational 'bandwagon' rather than a component of educational improvement with real empirical evidence to justify its existence (Marchant 2004, p.1). At very least, serious questions remain about the reliability and accuracy of current tests used to assess individual and district-wide achievement. High-stakes tests are defined as those tests that "carry serious consequences for students or educators," consequences which range from grade retention for school children to rewards or punitive measures for schools and school districts, or in the case of the SAT, even though it is considered an aptitude test, a failure to gain admission to a desired college (Marchant 2004, p.1).
Statement of the problem
The grading mechanisms deployed by the various forms of standardized achievement tests are problematic given that "most standardized achievement tests are norm-referenced," which means that "how well an individual does on the test is based on a comparison to a large group of test takers," and an acceptable score is normed purely on how the individual excels in relation to others at the same grade level (Marchant 2004, p.1).. "This is in contrast to a criterion-referenced test that defines how well one does on a test based on the meeting of criteria or mastering a standard" (Marchant 2004, p.1). Even criteria-based tests usually have criteria that are based upon relative comparisons of norm-referenced information, such as difficulty levels of items s
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Under NCLB, states set the standards, choose tests to measure student performance against those standards, and hold schools accountable for the results. Under these circumstances, high-stakes testing works not only as an intervention but also as an instrument to measure the outcome of the intervention. On one hand, high-stakes testing generates enormous pressure for educators to improve test scores by means of narrowing the curriculum and teaching to the test. On the other hand, any inflated test scores that can result from intensive drilling and coaching under this pressure generate an illusion of real progress and give the false impression that the intervention is working" (Lee 2008). Students learn to take a particular type of state-specific, norm-referenced test rather than learn critical skills -- such as independent thinking and 'how' to learn.
Purpose of the paper
The purpose of this paper is to explode a common myth that somehow standardized tests used in high-stakes testing are inherently objective, and are immune to biases or pressure to create compressed assessments of student ability within strict state budgetary limits.
Thesis/Hypothesis
Standardized tests, particularly NCLB tests, have disproportionate influence relative to their reliability, and require teachers to spend valuable classroom time teaching the test rather than individualized instruction upon a wide range of skills. The requirements of standardized tests also impede rather than enhance the quality of student education because they place disproportionate emphasis on a few subjects and skills, rather than encourage a holistic approach to learning.
Review of Literature
Serious problems exist regarding the reliability of the NCLB tests in many states. Because of budgetary and time constraints, most states attempt to measure large subject domains such as mathematics and the language arts by "using tests with relatively few questions (i.e. 30-40)" and thus are at high risk of creating tests with low reliability thresholds "especially at the subscale level" (Tienken & Wilson, 2007, p. 6). One study of the state-mandated standardized proficiency tests required of New Jersey third and fourth grade classes revealed that they did not meet minimum reliability standards. "Educators and policy-makers should use a minimum reliability coefficient of at least.85...when making high-stakes decisions about students... [For example] there are 38 cumulative progress indicators and sub-indicators for the Number Sense / Operations / Estimation cluster of the NJASK4. Only two mathematics clusters...out of ten, 20%,… READ MORE
Quoted Instructions for "High Stakes Testing" Assignment:
“This research paper should be a position paper on the negative effects of high stakes testing in public schools. The paper should be approximately 1000 words in length. In the beginning of the paper talk about what is going to be discussed before the problem is stated. Also, a reference should be cited in the beginning. Then the focus should narrow and the thesis statement or problem should be presented, purpose and significance and a brief review of the literature. The thesis should represent a philosophical perspective on the issue and the literature review will support, refute or present the null. The summary should suggest something for further study. All references should be from published professional journals.
Introduction
Statement of the Problem
Purpose of the paper
Thesis/Hypothesis
Review of the Literature
Summary, Conclusion, and Recommendations
How to Reference "High Stakes Testing" Thesis in a Bibliography
“High Stakes Testing.” A1-TermPaper.com, 2009, https://www.a1-termpaper.com/topics/essay/high-stakes-testing/968726. Accessed 5 Oct 2024.
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